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 iBADdrU23170; Fri, 10 Dec 2004 08:39:53 -0500 (EST) Date: Fri, 10 Dec 2004 08:39:53 -0500 (EST) Message-Id: <000601c4debd$b52320e0$e501370a@cshank> 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: "Cathy Shank" <cshank@access.k12.wv.us> To: Multiple recipients of list <nifl-assessment@literacy.nifl.gov> Subject: [NIFL-ASSESSMENT:805] RE: Questions about CASAS X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 8bit X-Mailer: Microsoft Outlook, Build 10.0.6626 Content-Type: text/plain; Status: O Content-Length: 4913 Lines: 103 I was responding to a question was about the Slossen (SORT) that is a reading test not about the CASAS. SORT is essentially a set of graded lists that places the student on a reading level. However, there is only one set of lists. Thus, when you post-test you must use the same lists because there is only one form of the test. CASAS has parallel forms. You can pre-test with one test at a particular level and post-test with a different number test that is at the same level. The student does not repeat the same test. Cathy Shank phone: 304-766-7655 ext. 112 or 1-800-257-3723 ext. 112; fax: 304-766-7915 email: cshank@access.k12.wv.us -----Original Message----- From: nifl-assessment@nifl.gov [mailto:nifl-assessment@nifl.gov] On Behalf Of Bonnie Odiorne Sent: Thursday, December 09, 2004 10:08 PM To: Multiple recipients of list Subject: [NIFL-ASSESSMENT:804] RE: Questions about CASAS Hi, Marie and Cathy, I was in adult programs in CT using CASAS for ten years. CASAS has its limitations. I'm not sure what Cathy means by "parallel forms" for pre-post; as far as I knew, the pre/post were on the same level and approximately the same questions, and were criteria- and not norm-referenced. So what was the issue. About using CASAS in non-competency programs: at the ABE and lower-level ESL, there's no such thing as far as I'm concerned. I know the tendency in reading is toward structured, phonics and multisensory approaches, and in the literacy organization I was program director of, we used an LVA assessment that at least broke down phonemes, word patterns, vowel sounds and the like, however weak it may have been as an assessment tool it was a good diagnostic tool. But even for reading I'm a firm believer in a balanced approach, and that phonetic instruction must be combined with language experience (with its foundations on initial consonant sounds, word patterns, key words) in addition to putting into writing the student's own words. And many students even at low reading levels werein dire need of competency-based lessons for specific contexts, especially daily life skills and the workplace. As for ESL, CASAS was good at describing level indicator competencies, but not so great in specifying what language structures, grammar etc. would be needed at these levels. I found myself in my employment/technology program doing skills breakdowns of the competencies myself in order to embed basic skills instruction when needed, and I shouldn't have had to. CASAS will do curriculum matrices identifying CASAS competencies taught in texts, but it's difficult at times to teach to the competency. It's necessary to teach to the underlying skills needed in order to successfully navigate test items, i.e. the "tasks," and more. I was also briefly involved (Ajit: you can help out here) in the CT development of a workplace (not employment readiness) version. I wish it had been around when I was doing a workplace program, developing literacy audits, curricula and so forth. Nowadays I am much more interested in a "project-based" assessment which could include embedded competencies, or the EFF efforts to bring in assessment tools to its framework, as I see this model as integrating skills levels and competencies in the complexity of everyday tasks. BTW, I just finished an ESL employment readiness class at the university where I'm now teaching for student interns, and am surprised at how similarly I could structure the course. CASAS competencies would have been useful in that setting, also. Best regards, Bonnie Odiorne -----Original Message----- From: nifl-assessment@nifl.gov [mailto:nifl-assessment@nifl.gov]On Behalf Of Cathy Shank Sent: Thursday, December 09, 2004 1:04 PM To: Multiple recipients of list Subject: [NIFL-ASSESSMENT:803] RE: Questions about CASAS We stopped accepting it in WV because there is no parallel form of the test. The NRS requires that for pre/post assessment you must use two parallel forms. Cathy Shank phone: 304-766-7655 ext. 112 or 1-800-257-3723 ext. 112; fax: 304-766-7915 email: cshank@access.k12.wv.us -----Original Message----- From: nifl-assessment@nifl.gov [mailto:nifl-assessment@nifl.gov] On Behalf Of Debbie Yoho Sent: Thursday, December 09, 2004 12:43 PM To: Multiple recipients of list Subject: [NIFL-ASSESSMENT:802] RE: Questions about CASAS Dear Friends: I need to know, quickly, about the use of the Slosson Oral Reading Test in programs that get WIA funding. Are there states who accept the Slosson as a viable assessment for NRS purposes, and are there any that have specifically rejected it and do not accept it for NRS purposes? Many thanks. For the Cause! Debbie Deborah W. Yoho Co-moderator, NIFL-Health Listserv Executive Director, Greater Columbia Literacy Council Past President, SC Adult Literacy Educators 2728 Devine Street, Columbia, SC 29205 803-765-2555 Fax 803-799-8417 dwyoho@earthlink.net
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