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 g6D1hXX11966; Fri, 12 Jul 2002 21:43:33 -0400 (EDT) Date: Fri, 12 Jul 2002 21:43:33 -0400 (EDT) Message-Id: <5DCA49BDD2B0D41186CE00508B6BEBD00B725341@wdcrobexc01.ed.gov> 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: "Spacone, Ronna (Contractor)" <Ronna.Spacone@ed.gov> To: Multiple recipients of list <nifl-4eff@literacy.nifl.gov> Subject: [NIFL-4EFF:2196] Re: evaluating with the components of performance X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Internet Mail Service (5.5.2655.55) Status: O Content-Length: 3948 Lines: 90 NIFL-4EFFers, The newest EFF publication (coming soon!) "EFF/NRS Data Collection Project, 2000-2001: An Interim Report on the Development of the EFF Assessment Framework" addresses interests like Mary's about the alignment of the EFF Standards and assessment and instruction [NIFL-4EFF: 2194]. The report focuses on the achievements of the first year of the EFF/NRS project and includes a discussion of the field research process, the practice-based learning of participants, and key lessons and their implications for the NRS. It also lays out the work remaining. As Joani's message inferred, the EFF research and development has away to go to see the levels of performance and the measures of performance on the EFF Standards completely defined for purposes of teaching and learning as well as for reporting and credentialing. The Timetable of Processes and Products, for example, describes work scheduled to 2004. Then, as Joani said, "...we will see the whole picture fit together." When it's completed, the EFF Assessment Framework will include: * A developmental sequence of descriptions of learner performance for each of the 16 EFF Standards (EFF Performance Continua); * Model performance based assessments and scoring guidelines (rubrics) for each EFF Standard. These can be used to mark transitions from one level of performance to the next to correspond to the current six ABE/ASE and six ESL NRS Educational Functioning Levels; * Materials, training, and technical assistance to support the implementation of EFF based curriculum, instructional resources and assessment tools. The latest products of the EFF Assessment Consortium are: performance continua and draft specifications for performance tasks and scoring rubrics for 5 EFF Standards -- Write, Read, Speak, Listen, Math. When the EFF/NRS Data Collection Project, 200 Interim Report is available, a message will be posted to this list Ronna Ronna Spacone EFF Special Collection Coordinator (202) 233-8767 ***************************************************** From: "Mary Schneckenburger" <Mary_Schneckenburger@umit.maine.edu> To: Multiple recipients of list <nifl-4eff@literacy.nifl.gov> Subject: [NIFL-4EFF:2194] evaluting with cops I have a question about the relationship between components of performance of standards to both action steps and criteria for evaluation upon completion. I have written and assisted others to write goal plans where an EFF standard was chosen and the components of performance were used to suggest some of the necessary action steps required to reach the goal. I am thinking about how the components of performance of a standard can be used as checkpoints for what one does and also be used for evaluating or setting a value on the performance quality at the end. Part of being able to evaluate the effectiveness of a performance or product is having a statement of what quality looks like for the particular situation. I have looked over the standards with their components and it seems that what quality looks like would depend on the purpose and context for the activity in each individual case. Considering the Convey Ideas in Writing Standard, a quality business letter would look different from a quality handout or a quality research paper. The performance tasks based on EFF standards include the ways the task requires the performer to use each of the components of performance. How do the components play into final evaluation? When I look at evaluations based on knowledge base, fluency and independence I can't see the components anymore. Are they still in there? It seems like a standard is something you evaluate to. How do people think the EFF standards work that way? Mary Schneckenburger Staff Development Specialist Center for Adult Learning & Literacy 5766 Shibles Hall University of Maine Orono, ME 04469-5766 207 581 2498 ext. 19 (office) 207 268 4013 (home) mary.schneckenburger@umit.maine.edu
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