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 f3JF7Ag15389; Thu, 19 Apr 2001 11:07:10 -0400 (EDT) Date: Thu, 19 Apr 2001 11:07:10 -0400 (EDT) Message-Id: <3.0.6.32.20010419110118.011ff698@pop.utk.edu> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-4eff@literacy.nifl.gov Originator: nifl-4eff@literacy.nifl.gov Sender: nifl-4eff@literacy.nifl.gov Precedence: bulk From: Brenda Bell <bsbell@utk.edu> To: Multiple recipients of list <nifl-4eff@literacy.nifl.gov> Subject: [NIFL-4EFF:1509] Re: EFF/NRS Connections X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 8bit Content-Type: text/plain; charset="iso-8859-1" X-Mailer: QUALCOMM Windows Eudora Light Version 3.0.6 (32) Status: O Content-Length: 4620 Lines: 87 George: Thank you for your thoughtful posting regarding the current work of developing the Assessment Framework for the EFF standards and specifically, describing linkages to the National Reporting System. In response to your "technical" question, the framework for the 'emerging model of measurement,' focuses on performance - more explicitly, how well students can use the 'process-oriented' EFF standards to carry out real-world performance tasks. In other words, the EFF Assessment Framework intentionally focuses on application of the standards -- deliberately linking the constructivist and the contextual. This makes sense since the way we identified the EFF standards was by carefully looking at what adults need to know and be able to do (knowledge, skills, and abilities) to meet their responsibilities as parents, workers, and community members (as described in the role maps). Right now we are in the process of defining 'how well.' Our current work focuses on developing a 'continuum of performance' for each of the 16 EFF standards. (The continuum of developing expertise is broadly defined by the four dimensions of performance, described both in the latest issue of the EFF Voice and on pages 59-60 of the EFF Content Standards book.) For each standard, teachers are documenting what performance looks like, at points along the continuum, using common data collection and reporting protocols. Over 80 teachers and their students are engaged in this somewhat tedious but ultimately, we hope, very rewarding work of creating an empirical base for an adult continuum of developing competence in using each EFF standard. For example, to document performance of the standard Listen Actively, teachers are creating performance tasks that incorporate all of the components of performance for this standard (the bulleted process points) and represent one instance of meaningful, real-world use of the targeted skill for students in their classes. These tasks are analyzed and rated along the four dimensions and placed at the appropriate point along the continuum of developing expertise. Student performance of these tasks is then described in detail and rated, again along the continuum defined by the four dimensions of developing knowledge base and increasing fluency, range, and independence. The resulting continuum of descriptions will provide us with a detailed and nuanced view of real-life adult performance of the standard Listen Actively. This data collection is underway for ten of the 16 EFF standards, with the remaining six scheduled for next year. The detailed teacher reports and student artifacts (evidence of performance) are coming in through the end of June. Over the summer data will be analyzed and draft continua constructed, for review by the EFF practitioner researchers at a national debriefing meeting in September. Draft continua will be reviewed and validated through a structured technical judging, or behavioral anchoring, process scheduled for 2002. The first standards we will take through this judging process are those that are currently included in the National Reporting System. Since we don't yet know what the continua will look like and where the levels will be, we can't say much about the specifics of the linkage to the NRS. Our commitment is: · to provide research-based performance descriptors for each NRS level that will be useful to teachers in diagnosing learner strengths and needs, and in planning for instruction, as well as to programs and states for reporting progress and attainment. · to identify a range of performance tasks that benchmark transition points from level to level for both ABE and ESL, and will enable programs to report both what students know and what they can do at each level. As we work with DAEL to fulfill that commitment we expect to learn a lot more about where and how to set levels so that they represent a research-based picture of adult skill development. The work of fully elaborating the EFF Assessment Framework will continue for several more years. We are pleased that, as of April 16,2001, SRI International and the Center for Literacy Studies, University of Tennessee, are partners in a new contract with the National Institute for Literacy to complete this work. We look forward to more postings and discussion as the process progresses. Brenda Bell ********************************** Brenda Bell, Associate Director Center for Literacy Studies, University of Tennessee Coordinator, EFF Field Research and Development office/voice mail 865-974-6654 fax 865-974-3857 bsbell@utk.edu
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