Return-Path: <nifl-assessment@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id fA82cf008829; Wed, 7 Nov 2001 21:38:42 -0500 (EST) Date: Wed, 7 Nov 2001 21:38:42 -0500 (EST) Message-Id: <3BE9F165.2069AD8F@massed.net> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-assessment@literacy.nifl.gov Originator: nifl-assessment@literacy.nifl.gov Sender: nifl-assessment@literacy.nifl.gov Precedence: bulk From: "David J. Rosen" <djrosen@massed.net> To: Multiple recipients of list <nifl-assessment@literacy.nifl.gov> Subject: [NIFL-ASSESSMENT:39] Re: question X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 7bit Content-Type: text/plain; charset=us-ascii; x-mac-type="54455854"; x-mac-creator="4D4F5353" X-Mailer: Mozilla 4.76 (Macintosh; U; PPC) Status: O Content-Length: 893 Lines: 20 Dianna, You wrote:. > I better understand the reluctance to use alternative assessments when the > standardized tests are the ones that "matter". Do any of you think there is > a way to convince the folks who want the numbers that they are not getting > the whole picture of what we do? A colleague posed an incisive question in an assessment discussion I attended this week: she asked, do you think it is valid to measure writing (for example, to measure the skills needed to organize an essay) using multiple choice questions about writing? Is it valid, she asked, to measure English language learners' oral communication skills on a paper and pencil multiple choice test? If not, then what choice do we have other than to use (authentic, performance-based,) alternative assessments, even if they are costly to develop and/or to administer, in at least these areas? David J. Rosen
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