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 KAA03104; Thu, 3 Dec 1998 10:52:51 -0500 (EST) Date: Thu, 3 Dec 1998 10:52:51 -0500 (EST) Message-Id: <s6666e8a.016@cpcc.cc.nc.us> 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: "Peter MacMonagle" <Peter_MacMonagle@cpcc.cc.nc.us> To: Multiple recipients of list <nifl-esl@literacy.nifl.gov> Subject: [NIFL-ESL:2692] Re: $ 7 million X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 8bit Content-Type: text/plain; charset=US-ASCII X-Mailer: Novell GroupWise 5.2 To the group, As a response to Gayle's posting: I have no financial interest in the following, but here at Central Piedmont in our Workplace Literacy department we use the CASAS test. It works very well as "an appropriate standardized placement and progress assessment instrument designed for adults." Why ask the Dept. of Education to reinvent the wheel when someone has already done the research and the work? The instuments are already in the educational marketplace. There may be a lack of variety (companies, that is), but I personally have found the administration of the CASAS test easy to do. It lends itself to flexibility and is easy to administer. That, besides a test's reliability, is what I look for. Peter Peter MacMonagle Workplace Basic Skills Instructor Central Piedmont CC: Charlotte, NC USA peter_macmonagle@cpcc.cc.nc.us >>> Gayle Sweeney <gsweene@den.k12.de.us> 12/01/98 02:23PM >>> 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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