NIFL-ASSESSMENT 2005: [NIFL-ASSESSMENT:1122] Marie's questions

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From: Marie Cora (marie.cora@hotspurpartners.com)
Date: Thu Jun 23 2005 - 11:26:14 EDT


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From: "Marie Cora" <marie.cora@hotspurpartners.com>
To: Multiple recipients of list <nifl-assessment@literacy.nifl.gov>
Subject: [NIFL-ASSESSMENT:1122] Marie's questions
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Hello everyone,
 
I am posting several questions that I have for our guests.  These are
all based on the Recommendations Chapter of the Interim Report.  Please
feel free to jump in and add to the questions, or make your own
comments.
 
Thanks,
marie
 
 
 
Please define "Demand-Side Analysis"; give us an example, perhaps one
that compares demand-side analysis to other types of analyses.  What
sort of analysis was utilized in determining the original results of the
NALS and the NAAL?  Do you know why?
 
 
The way the test was developed does not support standards-based
inferences being made about the data.  However, when the data was
reported, inferences were in fact based on a some set of standards.   Is
it possible to re-interpret the data based on a different set of
analyses?  Do you feel that the results would be very different if they
were?  Would this be a useful exercise or not?
 
 
The NALS and NAAL are examples of assessments that try to get at
evaluating program needs. So how do the results relate to the
individuals that took the tests?  Can interpretations be made of the
individuals then, if the assessments were designed to examine the larger
program needs?  And if literacy is a collaborative process in many
instances, and many programs structure the students in groups
(groupwork), wouldn't the validity of testing individuals be
problematic?  What is the relationship between testing the individual
and inferring that programs who serve some particular population might
be adequate or not?
 
 
Why was the health section done differently than the other sections?
Wouldn't that affect the validity and reliability of the rest of the
test?  



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