Return-Path: <nifl-esl@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.9.0.Beta5/8.9.0.Beta5/980425bjb) with SMTP id HAA00784; Wed, 2 Dec 1998 07:37:30 -0500 (EST) Date: Wed, 2 Dec 1998 07:37:30 -0500 (EST) Message-Id: <E1B205262F50D2118F0C00A0247C2FDA0DF91B@occs-mail.occs> Errors-To: lmann@literacy.nifl.gov Reply-To: nifl-esl@literacy.nifl.gov Originator: nifl-esl@literacy.nifl.gov Sender: nifl-esl@literacy.nifl.gov Precedence: bulk From: Precure Agnes <agnes.precure@occs.state.or.us> To: Multiple recipients of list <nifl-esl@literacy.nifl.gov> Subject: [NIFL-ESL:2682] Re: $ 7 million X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Type: text/plain X-Mailer: Internet Mail Service (5.0.1460.8) Just a question/clarification Gayle, when you ask for an ESL tool, do you mean a tool to measure speaking and /or listening, or are you speaking of a tool to measure other skills as well. How do you define ESL levels -- by speaking/listening, or by some combination of skills. If it is reading, writing you are looking for, couldn't any of the existing standardized tests work? (CASAS, BEST Literacy, etc.?) I think this is a major issue the field needs to address. What is the measure of ESL progress? In which skills? How do you decide? Agnes Precure Staff Development and Curriculum Coordinator Oregon Office of Community College Services > -----Original Message----- > From: Gayle Sweeney [SMTP:gsweene@den.k12.de.us] > Sent: Tuesday, December 01, 1998 11:24 AM > To: Multiple recipients of list > Subject: [NIFL-ESL:2675] Re: $ 7 million > > One of the major concerns and issues we are dealing with in Adult > Education ESL programs is acquisition of an appropriate, standardized > placement and progress assessment instrument designed for adult students > at literacy, beginning ESL, intermediate and advanced ESL levels which > is efficient to administer. > > We need a placement tool which can be used quickly and effectively in > programs which are open entry and have students entering at many > different times while instruction is underway. The progress instrument > must also be given at many different times depending on how many hours > of instruction the student has received, so it must also be easy to > administer and not require the instructor's extended time away from > others who are not testing. > > >From research I have done on existing standardized ESL assessment > instruments and communication with this listserv, it appears that there > is a dearth of appropriate tools from which to choose. The US > Department of Education could assist us by developing a user friendly > adult ESL assessment instrument designed for open entry programs. > > Thanks for the opportunity to voice a suggestion before funding > decisions are made.
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