Return-Path: <nifl-4eff@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id eBDCm1900092; Wed, 13 Dec 2000 07:48:01 -0500 (EST) Date: Wed, 13 Dec 2000 07:48:01 -0500 (EST) Message-Id: <4.2.2.20001213073420.00a32640@postoffice.worldnet.att.net.> Errors-To: rgspacone@worldnet.att.net Reply-To: nifl-4eff@literacy.nifl.gov Originator: nifl-4eff@literacy.nifl.gov Sender: nifl-4eff@literacy.nifl.gov Precedence: bulk From: "Ronna G. Spacone" <rgspacone@worldnet.att.net> To: Multiple recipients of list <nifl-4eff@literacy.nifl.gov> Subject: [NIFL-4EFF:1288] EFF Reading Group #2 Discussion X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Type: text/plain; charset="us-ascii" X-Mailer: QUALCOMM Windows Eudora Pro Version 4.2.2 Status: O Content-Length: 3098 Lines: 38 Debbie, Susan, Bonnie, Jean, and Patricia, Thanks for your willingness to discuss "Using the Standards to Assess Performance", pages 56-64, on the NIFL-4EFF list. Since I asked you to read using the EFF Standard "Read With Understanding", let's start by discussing your reading process. What was it like? The standard "Read With Understanding" has five components of performance, and each component is a critical part of the process of actually using the skill to accomplish one's purposes and goals. Did this reading activity require you to carry out each one of the components? In general, how did the process of using the components of skill performance work for you? What was it like to use the standard to focus on what your own performance looks like? Next, I would be interested in knowing what you think about the four key dimensions of performance. These are the heart of the EFF assessment framework, and they define the continuum of performance for each of the 16 standards. "The basic principle of Equipped for the Future is that 'EFF Standards describe knowledge and skills all adults need to be effective in meeting the four purposes and carrying out activities central to their roles as parents and family members, citizens and community members, and workers.' If our goal is to define a continuum of performance that adults move along throughout their lives, adding skills, knowledge, and abilities that increase their flexibility in responding to change, what characteristics or dimensions of performance is it important to pay attention to? This is the first question the EFF team has addressed in moving from content standards that describe what adults know and can do to performance standards that describe how well they can do it." (The EFF Content Standards, page 58, "Task One: Defining the EFF Performance Continuum") The EFF development team identified four key dimensions of performance that are being used to construct a developmental performance continuum for each EFF Standard. These dimensions are: 1. Structure of knowledge base -- What does a learner know and how is it organized? 2. Fluency of performance -- Is the learner performing the task with difficulty or is it automatic? 3. Independence of performance -- How much guidance do the learners need? Are they acting alone or are they working in teams? 4. Range of conditions for performance -- How many different tasks and contexts can the learner use the skill? Ladies, please think about using the components of performance and the dimensions of performance together in order to align and focus planning, teaching, and assessment, that is, to facilitate instructional activities that address all components of an EFF standard and include opportunities for students to build knowledge, fluency, independence and range. How might this affect what you teach and how you teach? How might the four key dimensions and the critical components of performance affect the way you think about teaching? Thanks so much for your participation, Ronna Ronna G. Spacone rgspacone@worldnet.att.net
This archive was generated by hypermail 2b30 : Mon Oct 29 2001 - 15:04:20 EST