This page contains archived content from a LINCS email discussion list that closed in 2012. This content is not updated as part of LINCS’ ongoing website maintenance, and hyperlinks may be broken.
Return-Path: <email@example.com> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id j6LLf1G02711; Thu, 21 Jul 2005 17:41:01 -0400 (EDT) Date: Thu, 21 Jul 2005 17:41:01 -0400 (EDT) Message-Id: <C297EFC4-4DE5-4879-B293-199C7E5C542F@comcast.net> Errors-To: firstname.lastname@example.org Reply-To: email@example.com Originator: firstname.lastname@example.org Sender: email@example.com Precedence: bulk From: David Rosen <firstname.lastname@example.org> To: Multiple recipients of list <email@example.com> Subject: [NIFL-ASSESSMENT:1169] Re: Q&A for Teachers X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Apple Mail (2.733) Content-Transfer-Encoding: 7bit Content-Type: text/plain; charset=US-ASCII; delsp=yes; format=flowed Status: O Content-Length: 8620 Lines: 265 Hi Nancy, I think you'll find what Marie was referring to at: http://wiki.literacytent.org/index.php/ Measuring_Literacy:_Performance_Levels_for_Adults%2C_Interim_Report The Special Collection she referred to, I think, is the NIFL Assessment Special Collection at http://literacy.kent.edu/Midwest/assessment/ i am not sure that this material is up there yet. David David J. Rosen On Jul 21, 2005, at 5:09 PM, Nancy Hansen wrote: > > Hi everybody, > > I think Marie is on vacation this week, but I wanted > to see if anyone used the website she listed below in > her email to read about performance levels. I didn't > locate a "special collection" tab so perhaps that's > why there didn't appear to be the data I was > expecting. > > Marie also wrote: > << I was hoping to hear even more - perhaps from > classroom teachers who may have followed the > discussion. I'm wondering how all of that broad and > intense subject matter affects you and your students? > We see how it affects things like policy and funding, > but what about for the practitioner in the classroom? > How do you work with performance levels within your > classroom? >> > > I would ALSO really like to hear from the teachers in > the junior and senior high school levels. I'm > interested in hearing what they are finding as far as > "work(ing) with performance levels within your > classrooms" says Marie. Anyone out there? Or are you > all "on vacation" also? > > I am an adult literacy provider who serves the very > lowest of the literacy level 1 and 2 learners. We > also have the higher end of the English Speakers of > Other Languages. I am interested in whether anything > has changed in the high schools around the country > related to determining skill levels. Does it mean > adapting study and lessonwork according to their > learning styles in order to meet the needs of the > lowest level learners? > > Your replies will be appreciated. > > Nancy Hansen > firstname.lastname@example.org > > > --- Marie Cora <email@example.com> wrote: > > >> Hello everyone, >> >> I wanted to let you all know that I will be on >> vacation next week. I >> have completed the summary of the discussion on >> performance levels for >> adults, and it is up at the ALEWiki >> >> > (http://wiki.literacytent.org/index.php/AleAssessment), > >> and it should be >> up at the Special Collection On-line Discussion page >> soon. >> >> I think that we had a rich discussion of that >> material, and I was hoping >> to hear even more - perhaps from classroom teachers >> who may have >> followed the discussion. I'm wondering how all of >> that broad and >> intense subject matter affects you and your >> students? We see how it >> affects things like policy and funding, but what >> about for the >> practitioner in the classroom? How do you work with >> performance levels >> within your classroom? What do you need to know and >> understand from >> this discussion that will help you in your practice? >> What are the >> pieces of assessment that you need to know and >> understand in order to be >> a better teacher? >> >> Below I have posted 3 question/answer excerpts from >> the discussion that >> focus on NRS and NAAL levels and how they might >> affect the teacher in >> the classroom. If you are so-inclined, I would >> really enjoy hearing >> some of your comments on both my questions above, >> and on the excerpts >> below. >> >> Thanks! >> marie cora >> Moderator, NIFL Assessment Discussion List, and >> Coordinator/Developer LINCS Assessment Special >> Collection at >> http://literacy.kent.edu/Midwest/assessment/ >> >> Q&A #1: >> A primary concern of many direct providers of >> literacy services like me >> is the accountability standards of the National >> Reporting System in >> relation to the lowest level learners. Do you know >> if the new data will >> be used or could be used to establish two very low >> levels in the NRS >> system? Many providers feel it is not reasonable to >> expect learners who >> score that low to achieve the equivalent of two >> grade levels per year in >> order to meet NRS standards. For too many, progress >> is much slower. I >> believe the current system creates a disincentive to >> serve the lowest >> level learners because the accountability pressures >> are related to >> funding. In short, unless something changes, many >> feel that serving "too >> many" very low level learners could jeopardize an >> entire program. >> Response: In identifying these levels, we were >> conscious of the fact >> that one of the chief audiences for NAAL results is >> adult education >> programs, which are guided legislatively by the >> Workforce Investment Act >> of 1998. Title II of this act mandates an >> accountability system for >> adult education programs, known as the [NRS] that >> specifies a set of >> education functioning levels used in tracking the >> progress of enrollees. >> Feedback from stakeholders emphasized the usefulness >> of creating levels >> for NAAL aligned with the NRS levels. Although it >> was not possible to >> establish a clear one-to-one correspondence between >> NAAL performance >> levels and the NRS levels, there appears to be a >> rough parallel between >> Non-literate in English and the NRS beginning >> literacy level; between >> below basic and the NRS beginning basic and low >> intermediate levels; and >> between basic and the NRS high intermediate level. >> We tried to develop >> performance levels that would be useful to a variety >> of audiences, but >> particularly to adult educators who most address the >> requirements of >> NRS. Given the scope of what is assessed by >> NALS/NAAL (e.g., the test >> frameworks, specifications), it wasn't possible to >> completely align >> NALS/NAAL levels with NRS levels, but we did the >> best that we could. >> And, we provided the mapping from one to the other >> on page ES-6 to >> assist with this. >> Q&A #2: >> Has there been any correlations of the "standard" >> assessments (TABE, >> CASAS,) and the GED Tests, including the English >> Proficiency test (Test >> 6) to the 2003 NAALS, or for that matter to the NRS? >> >> Response: Our report discusses the performance >> levels we recommend be >> used for reporting the 2003 NAAL results, and for >> purposes of >> exemplification, we applied the levels and cut >> scores to the 1992 NALS >> results. Our report doesn't include any actual date >> from the 2003 NAAL >> because the Department of Education has not yet >> publicly released them. >> The Department was awaiting our recommendations for >> performance levels >> and cut scores before reporting the 2003 results, >> and they are now in >> the process of preparing their reports. Once the >> 2003 NAAL results are >> released, I would expect that analyses that had been >> conducted with the >> 1992 NALS (such as the GED study) would be >> replicated with the new >> results. >> Q&A #3: >> Do we have any evidence that the NALS data have been >> used by any of >> these audiences to improve adult literacy education >> services? My >> impression is that practitioners do not (perhaps >> cannot) use the NALS >> data to improve instruction. And my experience with >> policy makers is >> that the NALS findings -- the large numbers of >> Americans in need of >> literacy skills -- has been dismissed as an >> exaggeration, or has >> resulted in a throwing up of hands of hopelessness. >> What exactly, do you >> think, is the added value of these studies? For >> example, do you think >> the NAAL will be more useful to practitioners and >> policy makers than the >> NALS? If so, why? >> Response: I can only address this from the aspect >> of the performance >> levels, since this is what the committee's report is >> about. The >> committee intentionally designed the performance >> levels to address >> specific policy and programmatic questions, and the >> report is pretty >> explicit about this (see bullets on ES-4 and >> supporting discussion on >> pgs. 4-11 and 4-12). I think that the committee >> hopes (and anticipates) >> that reporting NAAL results using these performance >> levels will enhance >> their usefulness to those making policy and >> programmatic decisions. I'm >> not sure that the levels could be used by adult >> educators to improve >> instruction per se, but would be interested in >> hearing your (and other >> listserv participants') ideas about this. >> >> >> >> >> >> > > > > > ____________________________________________________ > Start your day with Yahoo! - make it your home page > http://www.yahoo.com/r/hs > >
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