NIFL-ASSESSMENT 2005: [NIFL-ASSESSMENT:1111] Tom Sticht's conce
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Date: Wed Jun 22 2005 - 16:59:01 EDT
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Return-Path: <nifl-assessment@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id j5MKx1G09178; Wed, 22 Jun 2005 16:59:01 -0400 (EDT) Date: Wed, 22 Jun 2005 16:59:01 -0400 (EDT) Message-Id: <410-22005632221423359@earthlink.net> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-assessment@literacy.nifl.gov Originator: nifl-assessment@literacy.nifl.gov Sender: nifl-assessment@literacy.nifl.gov Precedence: bulk From: "Debbie Yoho" <dwyoho@earthlink.net> To: Multiple recipients of list <nifl-assessment@literacy.nifl.gov> Subject: [NIFL-ASSESSMENT:1111] Tom Sticht's concerns about ALL X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-type: text/plain; charset=US-ASCII X-Mailer: EarthLink MailBox 2004.0.129.0 (Windows) Status: O Content-Length: 2130 Lines: 41 Tom Sticht is to be congratulated, once more, for his tireless stand for quality and accuracy in everything we do. However, I think that those of us in the field have little to contribute about the ongoing issues of validity regarding the NALS and ALL instruments. From a practical standpoint, it is an argument among statisticians, researchers and policy makers, and no literacy practicitioner I know is equipped to discuss the issue intelligently, including me. But I do think his comments underscore a serious problem we have throughout the field of adult ed: the need to come to a place of common ground in defining concepts such as "literacy", "reading", "adult education", "proficiency", and "measurement". This is a reflection of the challenge of putting research into practice, and of practice informing research. Rightly or wrongly, the statistics from the NALS are in wide use and have been for some time, and from where I sit have helped, not hindered, the case for more services. I expect and hope the ALL will do the same thing. Having said that, because I respect Tom's expertise, I always use the NALS numbers with the caveat that the figures may be too high or too low, stressing that a person's proficiency is always a matter of context, and therefore shifts across a continuum. No single measurement or instrument can capture those dynamics. On the other hand, a major practical problem for practitioners, as alluded to in a previous post I offered in this discussion, is that the NALS certainly masked the prevalence and seriousness of the reading problem many adults struggle with. Hence the good news of two categories "below basic". It seems to me the ALL has been constructed with a lot of input from the field on this issue, and therefore must be an improvement, not a continued muddying of the waters. For the Cause of Literacy for All! Debbie Deborah W. Yoho Co-moderator, NIFL-Health Listserv Executive Director, Greater Columbia Literacy Council Past President, SC Adult Literacy Educators 2728 Devine Street, Columbia, SC 29205 803-765-2555 Fax 803-799-8417 dwyoho@earthlink.net
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