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 iAQJaJo24496; Fri, 26 Nov 2004 14:36:19 -0500 (EST) Date: Fri, 26 Nov 2004 14:36:19 -0500 (EST) Message-Id: <BAY4-F6E3622F05EEB9C0C712C3C5BA0@phx.gbl> 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: "George demetrion" <gdemetrion@msn.com> To: Multiple recipients of list <nifl-assessment@literacy.nifl.gov> Subject: [NIFL-ASSESSMENT:784] RE: 2nd-3rd GE plateau for ABE? X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Type: text/plain; format=flowed Status: O Content-Length: 5721 Lines: 102 Hi Jean, CASAS seeks to measure something of what a student can understand in a life skill area. As an example, there would be a simple map with streets and buildings identified. A student would be asked to identify the building next to the post office. The possible answers would be listed in a multiple choice context. The 210 score is the high end of what can be attained on the first reading series. There is a pre-reading series which is much more simple, but don't require much reading Correlations of scores from one assessment to the next are approximate, though one can make rough estimate comparisons. Those students in our program who score in the 205-210 range can work with reasonably simple fluent text. With a bit of assistance they can work through 2-3 page lessons. If I were to attemp a grade level comparison (and the points raised about the value of doing so are well taken), I would estimate that the 210 score approximate 4th grade reading level, all else being equal which it seldom is. Tom Sticht's point is also well taken, that in topics of high level interest students can read at a higher reading level than in topics that don't interest them or are not within their sphere of interest. I would also associate that with common sense. Still, regardless of interest and level of motivation, our experience has been that a good number of students (don't pin me down too much here on numbers) that we have worked with have remained in that 200-210 range for several year (say 2nd to 4th grade reading level). We do see visible growth with students in this range, over time. For example, there is a group in this range who I have worked with from time to time over the past several years. One of their signs of growth is that they are able to work effectively with the lesson more quickly, and there is also some decent flowing in the reading by some of the students. Even still, certain basic vocabulary remains problematic, there is a good deal of automatic phonemic processing that they have not attained, and writing is typically only minimally developed at this level. There are obviously exceptions to these, what I view as accurate generalizations. If one is looking for strengths to build on, there is plenty to work with, though the growth, typically, will be slow, but, nonetheless, perceiptible over time. If one is focusing on weaknesses there will also be plenty to identify and work with in the persisting and uneven learning gaps that characterize the progress of the vast majority of students at this level. To some degree one needs both to work with strengths and weaknesses, but how that relationship is cut will say a good deal of one's philosophy of adult literacy education and program orientation. One of the questions requiring considerable elaboration is in identifying the purposes and goals of programs with students at this 4th grade and below level. Certainly, as has been stated, education at this level can be edifying for students in the felt and actual progress that students do achieve. Slow breakthroughs in reading occur within a multiple year developmental process in which the relationship between cognitive, emotional and socio-cultural development are closely intertwined. Fingeret and Drennon's case studies in Literacy for Life are very good at this, and I also have sought to illuminate something ofthe inter-relationship among these factors as they have played out among students in our program. Thus there is learning, as others have said. Such learning is connected to such ineffable areas as self-perception in invigorating a sense of possibility and hope as well as in the attainement of a range of concrete achievements at home, work, and the community as spelled out in the EFF project and elsewhere. Much of it is difficult to measure, particularly by quantitative standards within the framework of a given fiscal year. Thick case study description and analysis can provide the ilumination, but such methodologies, particularly when the growth is measured over a several year period, get short shfit in terms of policy legitimization. Assuming that learning is taking place, in the final analysis, what is, and the methods by which learning is evlauated, is less a matter of science than that of values--values which the culture either legitimizes or marginalizes. Part of my effort has been to illuminate something of the learning process at this pre 210 level and to raise the issue of legitimacy on the basis of values rather than science on the assumption that learning at this level can be (and has been) documented by good, culturally-informed science, but that the forms of documentation have not achieved their just legitimization. George Demetrion From: PHCSJean.2163953@bloglines.com Reply-To: nifl-assessment@nifl.gov To: Multiple recipients of list <nifl-assessment@literacy.nifl.gov> Subject: [NIFL-ASSESSMENT:783] RE: 2nd-3rd GE plateau for ABE? Date: Fri, 26 Nov 2004 12:48:44 -0500 (EST) Thanks George for your insights and link. I don't use the CASAS. Can you help me understand what that 210 score means? Jean --- nifl-assessment@nifl.gov (George Demetrion) wrote: <snip> > That depends on the level and range of students you are working with. On the 1990 NALS, Hartford is listed as having a 41% adult population rate at Level I. The vast majority of students in our program test at a 210 or below on the CASAS and word recognition and oral reading ability of level 4 and below on the DAR. A smaller proportion of our students (all in the pre-GED category) are at a higher level, and for them progress is much more extensive.
This archive was generated by hypermail 2b30 : Thu Dec 23 2004 - 09:46:25 EST