[Numeracy 296] Re: Diagnostics for ABE students

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Steven Ewert Steven.Ewert at fresnounified.org
Thu Apr 8 11:00:05 EDT 2010


We use the Steck-Vaughn published practice tests. They have a correlation chart that links each question to what is being tested. I can get quite specific in what I diagnose and prescribe for students to study.

Steve Ewert
Fresno Adult School
Fresno, CA
________________________________________
From: numeracy-bounces at nifl.gov [numeracy-bounces at nifl.gov] On Behalf Of Gail Price [gprice at famlit.org]
Sent: Thursday, April 08, 2010 4:20 AM
To: The Math and Numeracy Discussion List
Subject: [Numeracy 295] Re: Diagnostics for ABE students

Hi Steve,

I am just wondering what you use for the weekly practice GED tests that you give your students? Are you using OPTs?

Gail J. Price
Multimedia Specialist
National Center for Family Literacy
325 W. Main Street, Suite 300
Louisville, KY 40202
gprice at famlit.org
502 584-1133, ext. 112

19th National Conference on Family Literacy
Marriott Rivercenter
April 11-13, 2010
San Antonio, Texas






-----Original Message-----
From: numeracy-bounces at nifl.gov [mailto:numeracy-bounces at nifl.gov] On Behalf Of Steven Ewert
Sent: Wednesday, April 07, 2010 6:33 PM
To: The Math and Numeracy Discussion List
Subject: [Numeracy 294] Re: Diagnostics for ABE students

I teach at Fresno Adult School in our GED program. Since it is a large school, we are able to level students based on their abilities. Before they enter my class, they are given the TABE test and placed according to ability. When they come to my class, they are to bring with them the printout of the TABE result with the breakdown of their results. I also give them a basic skills math test that is correlated to Contemporary's Number Power series, books 1 & 2. Between the TABE breakdown and my basic skills test, I feel like I have a very good grasp of their skills from number operations through fractions, decimals, and percents. If there are problems in any of these areas, I assign specific work for them to builod their skill level. My assumption is that most of my students dropped out of high school while doing algebra or before that and therefore struggle with this level of math.

In class, I give students a weekly opportunity to take practice GED tests, if they feel they are ready and use those results as a diagnostic tool also, and I am sometimes surprised by the number of basic skills problems they exhibit on the test. Then we go back of what is missing for them.

One observation that I have made this year is that a vast majority of students who read above an 8th grade level score higher on the Applied Math portion than on the Math Computation portion. I'm not sure why, although I have a few theories about that.

I hope this is helpful.

Steven Ewert
Fresno Adult School
Fresno, CA

________________________________________
From: numeracy-bounces at nifl.gov [numeracy-bounces at nifl.gov] On Behalf Of Andrew Isom [isom at centerforliteracy.org]
Sent: Wednesday, April 07, 2010 6:29 AM
To: numeracy at nifl.gov
Subject: [Numeracy 293] Diagnostics for ABE students

How do you all diagnose your students' math needs? I was wondering if there isn't a nice, extensive battery out there that examines and highlights the lower level skills as well as higher level skills. I'm thinking about my colleague who is a literacy specialist and tests students in various ways, usually in a timed fashion, for different literacy skills.

Also, does everyone use the TABE? Our job is to raise our students 2 grade levels on the TABE, so I struggle with which skills to prioritize. This is especially difficult to answer because of the "Applied Mathematics" section.

Any ideas, advice or suggestions would be much appreciated.

Thanks~~

Andrew J. Isom
Math Specialist
Center For Literacy
North Philadelphia Community High School
isom at centerforliteracy.org
(215)744-6000 ext. 210
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