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 MAA06796; Thu, 3 Dec 1998 12:57:10 -0500 (EST) Date: Thu, 3 Dec 1998 12:57:10 -0500 (EST) Message-Id: <v03010d09b28c3aa9a0eb@[128.148.147.28]> 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: Janet Isserlis <Janet_Isserlis@Brown.edu> To: Multiple recipients of list <nifl-esl@literacy.nifl.gov> Subject: [NIFL-ESL:2697] Re: $ 7 million X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Type: text/plain; charset="us-ascii" Kira and all A quick place to start might be the digests and others resources on the NCLE website (http://www.cal.org/ncle) as well as Adventures in Assessment, a journal out of World Education (info. available at http://sabes.org - go to resources, I think. As well, if you have access to TESOL quarterlies, particularly back issues, Lenore Balliro wrote a short but excellent piece on assessment (I believe it was autumn, 93). Susan Lytle's work, too, looks at assessment (not only in ESOL) if you have access to a search engine/ERIC documents, etc. hope this helps Janet >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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