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 g85M2MX10263; Thu, 5 Sep 2002 18:02:22 -0400 (EDT) Date: Thu, 5 Sep 2002 18:02:22 -0400 (EDT) Message-Id: <NGBBJDHKPMGKJEBFMDKOOEMCCEAA.dbaycich@literacy.kent.edu> 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: "Dianna Baycich" <dbaycich@archon.educ.kent.edu> To: Multiple recipients of list <nifl-assessment@literacy.nifl.gov> Subject: [NIFL-ASSESSMENT:191] RE: EFF Assessment X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Microsoft Outlook IMO, Build 9.0.2416 (9.0.2910.0) Content-Transfer-Encoding: 7bit Content-Type: text/plain; Status: O Content-Length: 3123 Lines: 70 I finally read this EFF report. I agree with the focus on embedding assessment in instruction. I think many teachers do this in an informal way. EFF is giving us a "formal" way to do this. I understand Mary Schneckenburger's question about where the components of performance are in the assessment piece. The way I understand is that since the students are using all the COPs in the learning activity, the "product" of the activity which will probably be used to document the range, fluency and independence of the students is the result of the students using all the COPs. (I really had a hard time getting that thought into words). Does this make sense or am I waaay off base? Dianna B. OLRC -----Original Message----- From: nifl-assessment@nifl.gov [mailto:nifl-assessment@nifl.gov]On Behalf Of Dirose7@aol.com Sent: Wednesday, August 28, 2002 10:49 PM To: Multiple recipients of list Subject: [NIFL-ASSESSMENT:187] EFF Assessment Dear Colleagues, This posting appeared on the EFF discussion list. Let me know your thoughts on this -- A PDF version of a new assessment report, The Equipped for the Future/National Reporting System (EFF/NRS) Data Collection Project, 2000-2001, is available on the EFF Publications page at: http://www.nifl.gov/lincs/collections/eff/eff_publications.html. The report focuses on the accomplishments of the first year of the multiyear, jointly funded EFF/NRS Data Collection Project. It includes a discussion of the work carried out on the development of the EFF Assessment Framework, the field research process, the practice-based learning of participants, and the implications of EFF work for enriching the educational functioning levels of the NRS. The appendices of the report present an array of documents, tools, templates, etc., relevant to the project, including: a timeline of the EFF assessment activities (2000-2004), the EFF Purposes of Assessment chart, student documentation and teacher observation forms, performance templates and performance task templates and worksheets, an annotated teacher reporting form and excerpts from a data report on a performance task developed for the EFF Standard, "Read With Understanding." The ultimate goal of the EFF/NRS project is to enable programs using the EFF Framework for instruction to report student progress from level to level on the NRS. Earlier this month [NIFL-4EFF:2194], Mary Schneckenburger wrote, "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? " I responded by suggesting that this report, when it was released/read, could help us better understand the relationship between the components of performance and instruction, assessment and evaluation. Let us know what you think and if you have any questions, on or off this list. Diane Rosenthal NIFL Assessment Moderator Executive Director LVASG (203)324-5214 dianerlva@aol.com
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