Skip to main content

NIFL-ASSESSMENT 2005: [NIFL-ASSESSMENT:1203] Re: Goal-setting,

Archived Content Disclaimer

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.

From: Katrina Hinson (
Date: Wed Aug 03 2005 - 19:25:56 EDT

Return-Path: <>
Received: from literacy (localhost []) by (8.10.2/8.10.2) with SMTP id j73NPuG19275; Wed, 3 Aug 2005 19:25:56 -0400 (EDT)
Date: Wed, 3 Aug 2005 19:25:56 -0400 (EDT)
Message-Id: <>
Precedence: bulk
From: "Katrina Hinson" <>
To: Multiple recipients of list <>
Subject: [NIFL-ASSESSMENT:1203] Re: Goal-setting, anyone?
X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas
Content-Transfer-Encoding: 8bit
Content-Type: text/plain; charset=US-ASCII
X-Mailer: Novell GroupWise Internet Agent 7.0 
Status: O
Content-Length: 3477
Lines: 32

1)  Do you think that setting goals is an important part of the assessment process?

yes.  I think it's one of those things that teachers/instructors/ etc need to address when they are getting to know their students. I do one on one interviews with most of my students as time allows as well as class discussions as a group on goal setting. I think it's important for students to understand learning is a process - it just doesn't magically happen - they need to understand where they are in terms of beginning and then be helped to set REALISTIC and achievable goals to help them accomplish steps to get them where they want to be.
2)  How do you educate/orient your students to a goal-setting process? 

I start out by asking 'What do you want to do after you finish my class? or Where do you see yourself a year from now?" Afte we know the "ultimate" goal, we work together to set the steps that they will need to take to get there. We outline it. Additionally, we go back and forth from time to time to review the goals and steps to make adjustments depending on what the student has achieved or struggled with or even if they've changed their mind.
3)  What does your process look like?

It's a dialogue. I'm not sure I have a set in stone process because it's different for each student I talk to. I do try to get my students to set weekly, monthly goals on a short term level and I get them to set 3, 6, 9 and year goals markers. I want to make sure that the student can see his or her own progress and success in terms of achieving the goals they set for themselves.
4)  Is it fundamental to the rest of your (accountability system) work?

I think so - I think if students set realistic goals, the by product is their progress in terms of the LEIS data, in my case, that we have to report - everything from increasing a level, to attaining, retaining a job, to helping their children with homework etc. I also try to make sure that when there isn't an exact match on my paper work that I feel in the "other" section as much as possible as well as include teacher commetns in the comments section.  I think that when students achieve success in one area, they tend to begin to achieve success in other areas as well. 
5)  Do you have questions to pose, or statements that you can make about setting goals with students?

Goal setting isn't somethign most students in Basic Skills know how to do. They come in with a BIG picture idea - such as getting their GED, yet don't fully understand it's going to take time, hard work and most importantly, isn't going to happen in a "one hit" kind of way. It's something they may have to try and try. Some times when I ask my students about setting goals I'm always hit with "I've never thought about that" and I always go "Don't you think you need to think about it?" Most of the time, no one has ever taken the time to get the students to think about their own future or plans- and for younger ones who think they have all the time in the world, the hardest obstacle is getting them to set realistic goals that are attainable. For my older students it's getting them to understand that achieving goals doesnt' always fit into a nice easy time table and that flexiblity and review is necessary from time to time.



We could learn a lot from crayons: some are sharp, some are
pretty, some are dull, some have weird names, and all are
different colors...but they all have to learn to live in
the same box.

This archive was generated by hypermail 2b30 : Mon Oct 31 2005 - 09:48:52 EST