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 MAA26200; Sun, 6 Dec 1998 12:01:14 -0500 (EST) Date: Sun, 6 Dec 1998 12:01:14 -0500 (EST) Message-Id: <E1B205262F50D2118F0C00A0247C2FDA0DF938@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:2724] 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) Not all standardized tests are normed by comparing one learner to others. Some standardized tests are criteria (criterion) referenced. That means that they measure performance against a set of criteria, not against other learners. The test taker must master the criteria at a certain level of proficiency in order to "pass" to the next level. > -----Original Message----- > From: Kathleen Bombach [SMTP:kbombach@worldnet.att.net] > Sent: Thursday, December 03, 1998 9:20 PM > To: Multiple recipients of list > Subject: [NIFL-ESL:2702] Re: $ 7 million > > Why is a standardized test relevant? Standardized tests (as used in > discussion) usually mean normed tests, which are designed to show one > person's relative position in comparison to others in the population. Why > is that important? > Kathleen Bombach > Director > Literacy Programs > El Paso Community College > -----Original Message----- > From: Gayle Sweeney <gsweene@den.k12.de.us> > To: Multiple recipients of list <nifl-esl@literacy.nifl.gov> > Date: Tuesday, December 01, 1998 12:32 PM > 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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