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 fAB6aY000706; Sun, 11 Nov 2001 01:36:34 -0500 (EST) Date: Sun, 11 Nov 2001 01:36:34 -0500 (EST) Message-Id: <141.469f9dd.291f75d6@aol.com> 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: Nashansen@aol.com To: Multiple recipients of list <nifl-assessment@literacy.nifl.gov> Subject: [NIFL-ASSESSMENT:43] Re: question X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: AOL 5.0 for Windows sub 115 Content-Transfer-Encoding: 7bit Content-Type: text/plain; charset="US-ASCII" Status: O Content-Length: 2987 Lines: 56 In a message dated 11/07/2001 6:27:04 PM Central Standard Time, dbaycich@archon.educ.kent.edu writes: << I've been thinking about the respones I received from my questions about alternative assessments (I'm a slow thinker). 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? Do you think the numbers game will change with the move toward EFF? I'm interested to hear your thoughts. >> Dear Dianna, I also am interested and a very slow thinker .... one who contemplates and does the best she can to meet the needs of others. I have been lurking at this listserv hoping answers will arise because I am really struggling with the assessment requirement tied to any future funding. I want to know what it is that the "powers that be" are attempting to measure when it comes to TABE testing someone with as limited literacy skills as I see in the adult population I serve in the Sioux Falls Area Literacy Council in South Dakota. I have even tried to advocate against the timed testing and using such standardized tests with our new AEL Director within the S.D. Dept. of Labor and really have had a deaf ear turned. (She gives no clear cut answer to the above question either.) You asked if the numbers game will change with the move toward EFF: I feel it already has become more of an emphasis. I don't quite know if it was the switch to EFF or the switch from Dept. of Educ. to Dept. of Labor allocations. The emphasis appeared to me to take an immediate sharp turn toward employment as a primary focus and unfortunately for *my* learners, that's truly not the case for their enrollment. Their goal in enrolling also wasn't primarily prep for GED acquisition *either* but at least there was some fluidity with the DOE. It frightens me. I think this turn of events will eventually pull the pillars right from under *my* program ... don't know about others and anxiously await input as to whether they feel as strongly as do I. The purpose for learning to read is so individualized that each of the adults with whom I match a volunteer will express diverse reasons. They might say "I just had to *do* this for MySelf!" or "I lost my job because there was no other job in the workplace for me when I was injured and didn't have enough literacy skills to transfer to a position requiring reading, writing and spelling." Or maybe that prospective learner hasn't even gotten to first base when it comes to a job search. Another learner might be doing it because they want to be able to write a letter home, read a preschooler a book, find a street in their community. I could go on, but won't. I am interested in further response as well. Nancy Hansen Sioux Falls Area Literacy Council Sioux Falls, SD sfliteracy@mcleodusa.net
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