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 iBALPSU29793; Fri, 10 Dec 2004 16:25:28 -0500 (EST) Date: Fri, 10 Dec 2004 16:25:28 -0500 (EST) Message-Id: <004901c4defd$a19e1300$0302a8c0@albyny.adelphia.net> 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: "Bonnie Odiorne" <bonniesophia@adelphia.net> To: Multiple recipients of list <nifl-assessment@literacy.nifl.gov> Subject: [NIFL-ASSESSMENT:811] RE: Project-based learning X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Microsoft Outlook CWS, Build 9.0.2416 (9.0.2910.0) Content-Transfer-Encoding: 7bit Content-Type: text/plain; Status: O Content-Length: 7259 Lines: 190 Hi, Marie, sorry about the confusion about CASAS/Slossen. re: project=based instruction: it works well in Family Literacy and employment programs: i had families work together on classroom displays, reports on issues that concerned them (like fire safety, which directly affected a class member), web searches... In employment a successful employment portfolio, doing an interview, getting a job... I know there's a lot else out there. I even had a class write a grant--which we got--for equipment for future classes. Not much, but certainly a good place to give some unity and involvement to instruction. Best, Bonnie Odiorne -----Original Message----- From: nifl-assessment@nifl.gov [mailto:nifl-assessment@nifl.gov]On Behalf Of Marie Cora Sent: Friday, December 10, 2004 10:02 AM To: Multiple recipients of list Subject: [NIFL-ASSESSMENT:807] RE: CASAS discussion Hi Bonnie, Thanks so much for this thoughtful post. Just to clarify: you're right: CASAS does have the parallel forms - Cathy was actually referring to the Slosson Oral Reading Test (SORT) when she noted that (which does not have parallel forms). Parallel forms just means that there is a second (or third, fourth, etc.) version of the same test for use in the second testing (usually a mid- or a post-assessment). So a parallel form of a test is developed exactly as the original form, but the questions are all different so a person cannot rely on his/her memory or other skill. The tricky part of parallel forms is that they can't be harder or easier than the original. I'm intrigued by your comment on "project-based" assessment, which reminds me of my work in grad school on the task-based approach (advocated highly during the 80s by Aussie colleagues David Nunan and Chris Candlin). I found this approach to be the most comprehensive because it involves a longer term project that requires a broad range of understanding and skill in many areas, and it nearly always produces an automatic assessment (the culmination of the project). This also reminds me of the work of the CES (Coalition of Essential Schools - which is high school) - they have developed what are called Exhibitions, which are much more in-depth studies, and which require involvement of community members and family, along with the school personnel and students. (The most important notion that I live by from CES is the "planning backwards" notion: see: http://www.essentialschools.org/pub/ces_docs/resources/cp/assess/assess. html for information on the assessment work of the CES). Anyway, I'd love to hear more about the project-based assessment, Bonnie. Or from others if you are also doing work with this. (If you decide to write about Project-Based Assessment, please write that into the subject line above. Thanks.) marie cora Moderator, NIFL Assessment Discussion List, and Coordinator/Developer LINCS Assessment Special Collection at http://literacy.kent.edu/Midwest/assessment/ marie.cora@hotspurpartners.com -----Original Message----- From: nifl-assessment@nifl.gov [mailto:nifl-assessment@nifl.gov] On Behalf Of Bonnie Odiorne Sent: Thursday, December 09, 2004 10:07 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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