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 g770jmX13624; Tue, 6 Aug 2002 20:45:48 -0400 (EDT)
Date: Tue, 6 Aug 2002 20:45:48 -0400 (EDT)
Message-Id: <200208070041.g770fa309359@charger.oldcity.dca.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: John Sabatini <sabatini@literacy.upenn.edu>
To: Multiple recipients of list <nifl-assessment@literacy.nifl.gov>
Subject: [NIFL-ASSESSMENT:174] RE: Assessment
X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas
Content-Transfer-Encoding: 8bit
Content-Type: text/plain; charset="US-Ascii"
X-Mailer: QuickMail Pro 1.5.4r2 (Mac)
Status: O
Content-Length: 4195
Lines: 53
Reply to: RE: [NIFL-ASSESSMENT:171] Assessment
Hi,
I've seen the subsequent two posts (172 and 173).
Clarification. Is one purpose of the GED group to prepare the learners to pass the GED? These are students preparing to take the GED tests, yes? If so...
I totally agree with going beyond that narrow goal of passing the test to applying skills to roles in family, worker, and community member, with reflectino and goal setting as the key assessment techniques.
But I also think an appropriate assessment strategy is taking GED practice tests, to guage when the student are getting ready to take the GED test. This is a case where the primary marker of progress is passing the credentialing test, the GED. It's like a final exam - you don't need to pre-test in a college course, you take and pass the final exam. The GED practice tests primarily serve the learner's needs: 1) preparing them for the context (sitting down with the test booklet and bubbles without getting paralyzed with anxiety), 2) gaining knowledge of item types and other test taking skills, and 3) self-monitoring command and fluency with the different subject areas. Official GED tests are linked and therefore predictive of actual GED test performance.
Unless there are other external, accountability requirements (as the other posters noted) then no 'standardized' tests seem called for. When learners take the practice tests need not be determined by entry enrollment moment or time spent in program, but when it serves the learner's needs.
In this case, open entry may even be used as a virtue. Veteran group members can counsel and comfort new group members who are taking the tests for the first time - a rites-of-passage kind of thing. Then there's a continuity dynamic fostered between group graduates (those that go on to pass the GED), those in process, and new initiates (setting out on the path).
If I have the composition or purpose of your group wrong, let me know.
Best,
John
Jennifer Anderson wrote:
>Greetings,
>
>My name is Jennifer Morrow with the Johnson County Public Library Adult >Learning Center. I am in the process of starting an open enrollment GED group whose >focus will be how help students use skills needed for the GED test in a >practical way in their roles as family members, workers and community members. I have >decided not to assess them with any standardized test upon entry to the group >because I don't think I could accurately track level gains with an open enrollment >situation. I plan to have ongoing student reflection and goal setting as a means of >assessing the student progress but I don't know if that will be enough to make >my group grow and respond to the learners' needs. Does anyone have an open >enrollment group of any kind? What kind of assessment do you use? How do you assess how >activities are going? Do you keep student reflections? What kind of >facilitator assessment do you use? Any information or resources would be greatly >appreciated!
>
>Thanks!
>
>Jennifer Morrow
>Assistant Program Coordinator
>Johnson County Public Library
>Adult Learning Center
>
>
>RFC822 header
>-----------------------------------
>
> Return-Path: <nifl-assessment@literacy.nifl.gov>
> Received: from literacy.nifl.gov ([192.188.111.2])
> by mustang.oldcity.dca.net (8.11.6/8.9.3/DCANET) with ESMTP id g75K3an28533;
> Mon, 5 Aug 2002 16:03:36 -0400
> Received: from literacy (localhost [127.0.0.1])
> by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id g75K1EX13813;
> Mon, 5 Aug 2002 16:01:14 -0400 (EDT)
> Date: Mon, 5 Aug 2002 16:01:14 -0400 (EDT)
> Message-Id: ><A1DF203D7C27D411A4EC00D0B78055801715B1@wrl_ntserver.jcpl.lib.in.us>
> Errors-To: listowner@nifl.gov
> Reply-To: nifl-assessment@nifl.gov
> Originator: nifl-assessment@literacy.nifl.gov
> Sender: nifl-assessment@nifl.gov
> Precedence: bulk
> From: "Jennifer Anderson" <JAnderson@jcplin.org>
> To: Multiple recipients of list <nifl-assessment@literacy.nifl.gov>
> Subject: [NIFL-ASSESSMENT:171] Assessment
> X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas
> Content-Transfer-Encoding: 8bit
> Content-Type: text/plain;
> MIME-Version: 1.0
>
This archive was generated by hypermail 2b30 : Fri Jan 17 2003 - 14:46:25 EST