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 LAA04638; Thu, 3 Dec 1998 11:31:37 -0500 (EST) Date: Thu, 3 Dec 1998 11:31:37 -0500 (EST) Message-Id: <Pine.SUN.3.95.981203112205.19596B-100000@bgnet1.bgsu.edu> 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: Kira Litvin <kiralit@bgnet.bgsu.edu> To: Multiple recipients of list <nifl-esl@literacy.nifl.gov> Subject: [NIFL-ESL:2695] Re: $ 7 million X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Type: TEXT/PLAIN; charset=US-ASCII Janet & others, x I am very interested in the whole notion of testing and assessment. While it is important to have some kind of qualifiable data for students, teachers and funded programs to assess progress, skills and levels, I am lost as to what kind of test to administer which would be non-threatening to the students (since I strive to have a more comfortable class atmosphere). I am unfamilar with recent reseach on testing and models. Do you have suggestions for me to read & explore? Kira Litvin Bowling Green, OH Rural Opportunities BGSU UCF Center On Thu, 3 Dec 1998, Janet Isserlis wrote: > Peter and others, > > One problem that has been identified with the CASAS and other standardized > tests is that they merely measure the test-taker's ability to take a test. > > In other words, while the test does give an indication of how well someone > can negotiate the format of the test itself and then bring her/his other > knowledge and ability to bear on its content, CASAS and other standardized > tests are problematic because they only tell part of the story about > someone linguistic and literacy-related abilities. > > A large body of work on other forms of assessment has grown over the past > 10 years or so. Do others want to discuss this? > > Janet Isserlis > Literacy Resources/RI > > > >
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