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 LAA24149; Sun, 6 Dec 1998 11:05:43 -0500 (EST) Date: Sun, 6 Dec 1998 11:05:43 -0500 (EST) Message-Id: <E1B205262F50D2118F0C00A0247C2FDA0DF931@occs-mail.occs.state.or.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: Precure Agnes <agnes.precure@occs.state.or.us> To: Multiple recipients of list <nifl-esl@literacy.nifl.gov> Subject: [NIFL-ESL:2720] 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) I have to agree with Peter that there are a number of appropriate and workable assessent tools already in existence. He mentions CASAS; we've also used the BEST and are participating in the pilot of the ACT listening assessment. I think the bigger issue was one raised here on the list (I can't find the post at the moment) of how instruction and assessment are linked to help learners advance to new levels, while at the same time meeting their personal goals. How is assessment used to help learners understand how and when they are progressing? How does assessment reflect what goes on in the classroom? How is instruction linked to some external set of outcomes for accountablity as well as the goals and needs of the learners. How do you identify progress from one level to the next? Using just speaking and listening? Or based on a full range of skills including reading and writing as well as speaking and listening? I think these are much more interesting and important questions than should the federal monies be spent for developing another assessment tool. Agnes Precure > -----Original Message----- > From: Peter MacMonagle [SMTP:Peter_MacMonagle@cpcc.cc.nc.us] > Sent: Thursday, December 03, 1998 7:52 AM > To: Multiple recipients of list > Subject: [NIFL-ESL:2692] Re: $ 7 million > > 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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