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 iAOIBKQ12562; Wed, 24 Nov 2004 13:11:20 -0500 (EST) Date: Wed, 24 Nov 2004 13:11:20 -0500 (EST) Message-Id: <41A4CE8A.2050605@ccsdistrict.org> 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: Jane Meyer <meyer_j@ccsdistrict.org> To: Multiple recipients of list <nifl-assessment@literacy.nifl.gov> Subject: [NIFL-ASSESSMENT:778] Re: Grade Level and Scale Scores X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 7bit Content-Type: text/plain; charset=us-ascii; format=flowed Status: O Content-Length: 810 Lines: 18 Marie Cora wrote: >Can anyone report on their use of Scale Scores and how that is affecting >your program, reporting, the students, the teachers? > >We always use scale scores when talking with students. We give the CASAS test and students want to know what a 225 means. One idea is to show them a number line of the possible scores for the test and show them where their score falls. You can also show them the range on the number line where reading would be good enough for the GED test. If students insist on a grade level I tell them they are reading at an elementary level or a middle school level or a high school level. This gives them a general idea without directly connecting their reading to a child's performance. > Jane Meyer Canton City Schools ABLE meyer_j@ccsdistrict.org > > > >
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