Return-Path: <nifl-aalpd@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id j05Hstb06159; Wed, 5 Jan 2005 12:54:55 -0500 (EST) Date: Wed, 5 Jan 2005 12:54:55 -0500 (EST) Message-Id: <BAY22-F37D4FC00850731060163B8CF920@phx.gbl> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-aalpd@literacy.nifl.gov Originator: nifl-aalpd@literacy.nifl.gov Sender: nifl-aalpd@literacy.nifl.gov Precedence: bulk From: "Eileen Eckert" <eileeneckert@hotmail.com> To: Multiple recipients of list <nifl-aalpd@literacy.nifl.gov> Subject: [NIFL-AALPD:1871] assessment, from accountability (from the ed. and learning X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Type: text/plain; format=flowed Status: O Content-Length: 5858 Lines: 121 Bob, I'd be interested in hearing your interview findings. Could you summarize some themes you found, or powerful examples? There are many techniques in Angelo and Cross' book, "Classroom Assessment Techniques" that can be easily adapted for ABE/ESOL classes and programs of many types. I've been exploring development and use of rubrics to make aspects of skilled performance explicit--several advantages to rubrics are: 1. They can be developed for as small or large a group as needed; they don't have to be applicable across program types but can be tailored to the individual class' needs if necessary (or they can be applied more broadly). 2. The process of creating and developing them makes the teacher(s) who are doing it think about exactly what's important, what different levels of performance look like, etc. Creating them is an ongoing learning experience for teachers (PD with immediate applicability) 3. When shared with students (as they should be!) they can be a tool to faciliatate teacher-student dialogue about learning and progress, and to focus attention on things to work on--they are a learning tool as well as assessment 4. Students who use them for self-assessment as part of an overall assessment strategy develop greater metacognitive skills and capacity for self-direction; they don't have to always wait for teacher feedback and direction 5. A rubric that's done well can be used for assessment of a broad range of tasks and situations that require use of the skill, so it can be used to assess performance on <real> real-life tasks, not just simulations carried out in the classroom or lab. When rubrics are used to assess a range of performances of real importance to learners, then the assessments and documents (where there are written documents) can be collected in portfolios and be the subject of reflection, self-evaluation by students, and dialogue with instructors. They are tangible evidence of the outcomes of learning. Students, teachers, and anyone else can see how effective instruction and learning are--accountability! When teachers and program leaders understand assessment as more than testing, and learn to create their own assessment tools, they don't have to rely on products created by others that may not be just right for them, or at least they can be more effective in adapting and using them. It's along the lines of giving someone a fish vs. teaching them how to fish. I do understand Sally's reminder that adult ed. is underfunded, but there are already activities going on, and they should be continually moving toward greater effectiveness and responsiveness to learners' needs. Also, until we articulate our own vision, values, and practices consistent with those, we're always going to be in a position of reacting to and responding to, and defending against the imposition of someone else's agenda. Sally's in the position of dealing with the reality that is, and I respect that and think she's in a place where there's a community of practitioners making the best of difficult circumstances, and doing good work in those circumstances. I have decided, for now, to advocate primarily from outside the system and not experience as much pressure as some experience to not make waves, and I think both positions are needed. OK. I'll stop now, as I've been dominating this thread for days and it's time to shut up for a while. I may have to tie my hands behind my back to keep them from the keyboard. Eileen From: Roberta McKnight <rkmcknight@comcast.net> Reply-To: nifl-aalpd@nifl.gov To: Multiple recipients of list <nifl-aalpd@literacy.nifl.gov> Subject: [NIFL-AALPD:1868] Re: accountability (from the ed. and learning Date: Wed, 5 Jan 2005 12:05:39 -0500 (EST) Hi Bob, I agree that Sally and Eileen have shared some excellent insights. To answer your question below, the field of nursing has used checklists and varied types of assessments for some time now. Since so much of nursing involves psychomotor skills, these types of assessments are necessary. For example, part of the certification process for CNAs (Certified Nursing Assistants) is a demonstration of skills - performance of nursing skills such as reading a thermometer and the like. Evaluators are trained to evaluate candidates and ensure reliability (consistency of evaluation processes) prior to administering the exams. Nursing also created the first CAT (Computerized Adaptive Test) which is used for nursing licensure. I'm sure there are similar examples in other fields. You can view some info about this at the National League for Nursing website: http://www.nln.org/testprods/index.htm While these process are not perfect, trememdous effort and resources have been invested in developing and continually refining them. Cheers! Roberta McKnight Healthcare Multimedia Design http://www.hcmmdesign.net Robert Runyon wrote: >Colleagues > I think the recent contributions by Eileen and Sally have hit upon >essential elements of assessment and accountability reporting. We need >guidelines, procedures, checklists, etc. for naturalistic or ethnographic >reporting of learning outcomes from the learners' perspectives. > Last fall, I conducted interviews with 15 adult learners and recorded >some fascinating interview data. These were self-reports of personal >experiences and program benefits as perceived by our learners. I concur >with the emphasis placed by Sally on the learner's goal/objectives >framework. > I wonder if there are any social scientists out there who can give us >guidance or published references to formal procedures (possibly checklists >and interview guides) that would assist us in colleting this sort of data >from our learners? > >Bob Runyon >Literacy Center for the Midlands (www.midlandsliteracy.org) > > >
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