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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 j96JwpG15702; Thu, 6 Oct 2005 15:58:51 -0400 (EDT) Date: Thu, 6 Oct 2005 15:58:51 -0400 (EDT) Message-Id: <004901c5cab1$9789f4b0$0302a8c0@frodo> Errors-To: firstname.lastname@example.org Reply-To: email@example.com Originator: firstname.lastname@example.org Sender: email@example.com Precedence: bulk From: "Marie Cora" <firstname.lastname@example.org> To: Multiple recipients of list <email@example.com> Subject: [NIFL-ASSESSMENT:1264] FW: [NIFL-TECHNOLOGY:3792] Re: Computer assessment and adult learners X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Microsoft Outlook, Build 10.0.2627 Content-Transfer-Encoding: 7bit Content-Type: text/plain; Status: O Content-Length: 2919 Lines: 97 -----Original Message----- From: firstname.lastname@example.org [mailto:email@example.com] On Behalf Of firstname.lastname@example.org Sent: Thursday, October 06, 2005 1:16 PM To: Multiple recipients of list Subject: [NIFL-TECHNOLOGY:3792] Re: Computer assessment and adult learners If the purpose is also to assess their computer skills, I could see assessing via a computer. However, if a student has virtually no computer experience, as many of the older immigrants who are in our program do not have, I can not imagine adding this layer on to what is really trying to be assessed. -- Ruthann Duffy ESL Tech Coordinator Essential Skills Program Shoreline Community College 16101 Greenwood Ave N. Seattle, WA 98133 Telephone: 206-533-6624 email: email@example.com http://success.shore.ctc.edu/callab > Hi everyone, > > I wanted to prod you all to add your thoughts to Nancy's questions from > the other day regarding testing via computers in ABE/ESOL. What are > your thoughts, and what have been your experiences on this? > > I have done a little bit of work using the BEST Plus with adult learners > - but in that case, it is the teacher/test administrator who actually is > using the computer and asking questions of the test-taker. As an aside, > the great thing about this type of computer testing is that the software > program automatically stops you when the student has reached as far as > they can go, and it also jumps over questions that it realizes the > student will have no problem answering. Thus, you avoid the unnecessary > and sometimes painful process of forcing students to answer way too easy > questions, for example. > > But! This is not the situation Nancy is describing here - so do folks > have thoughts on adult students personally using a computer for > assessment purposes? I am also sending this reply to the > NIFL-Technology List to see if folks over there have something to > contribute to this discussion. > > Thanks! > marie > > marie cora > Moderator, NIFL Assessment Discussion List, and > Coordinator/Developer > LINCS Assessment Special Collection at > http://literacy.kent.edu/Midwest/assessment/ > > firstname.lastname@example.org > > > > On Wed 10/5/2005, Nancy Hansen wrote: > > I also have a question to those who test using > > computers: Do you find the skills of the learner > > who > > has had next to NO exposure to computers and LITTLE > > literacy skills are accurately being portrayed via > > this style testing? > > > > I have men and women in our adult literacy program > > who > > had never sat down at a computer - much less used a > > mouse before. I cannot imagine that their extensive > > life skills would be evaluated appropriately when > > they > > hit and miss at the computer - sometimes even > > striking > > incorrect keys. > > > > Nancy Hansen > > Sioux Falls Area Literacy Council > > email@example.com > > > >
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