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 g8UF9MX07057; Mon, 30 Sep 2002 11:09:22 -0400 (EDT) Date: Mon, 30 Sep 2002 11:09:22 -0400 (EDT) Message-Id: <NGBBJDHKPMGKJEBFMDKOKEHNCFAA.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:204] crosspost 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: 1566 Lines: 39 -----Original Message----- From: nifl-4eff@nifl.gov [mailto:nifl-4eff@nifl.gov]On Behalf Of Spacone, Ronna (Contractor) Sent: Friday, September 27, 2002 3:49 PM To: Multiple recipients of list Subject: [NIFL-4EFF:2227] Performance Assessments for Adult Education: Exploring the Measur This report has been added to the Manager/Administrator Literacy Resources section in the EFF Special Collection, located at: http://www.nifl.gov/lincs/collections/eff/manager.html -- Performance Assessments for Adult Education: Exploring the Measurement Issues Report of a Workshop, 2002 http://www.nap.edu/books/0309084539/html/ Jointly commissioned by the National Institute for Literacy and the Office of Vocational and Adult Education, this report was designed to provide both agencies with background information on how to set quality guidelines for alternative assessments. While the explicit focus of the study is Quality Standards for Performance Assessment, the report provides clear and useful information about quality criteria for all assessments used for both formative (teaching and learning) and summative (reporting) purposes. It also examines particular challenges of assessment in adult education, including challenges to validity that arise due to: 1) the relative insensitivity of the reporting scales of the NRS to small gains; 2) difficulties in interpreting gain scores; and 3) difficulties in comparing assessments across programs and states, due to the lack of a common content framework. Ronna Spacone NIFL-4EFF List Moderator (202) 233-8767
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