Return-Path: <nifl-esl@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id gBHMQvX07489; Tue, 17 Dec 2002 17:26:58 -0500 (EST) Date: Tue, 17 Dec 2002 17:26:58 -0500 (EST) Message-Id: <007801c2a61a$fdc853c0$2e805b0c@judith> Errors-To: listowner@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: "JUDITH SINCLAIR" <j-p-sinclair@worldnet.att.net> To: Multiple recipients of list <nifl-esl@literacy.nifl.gov> Subject: [NIFL-ESL:8395] Need your thoughts on ESL program assessment... X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Microsoft Outlook Express 6.00.2720.3000 Content-Transfer-Encoding: 7bit Content-Type: text/plain; Status: O Content-Length: 2489 Lines: 48 Hello, everyone: Hope you have a minute during this busy time to help us out? I am putting into place an ESL program for an urban core program with a large lower-level population (based on 7 levels: Intro, and levels 1-6). This started off some time ago as a small school treating a very small population. As such, there seem to have been no clear standards, curriculum, goals/bjectives, and so on before, and assessment has not been a strong focus. Now we have a wave of immigrants coming to our facility, with about 20% I guess illiterate in their own language, and with another 20% or more with less than a high school education in their own country. I believe we have decided on the California Adult Education "ESL--Model Standards for Adult Education Programs." It seems to suit our language-learning needs I believe, as it follows nicely the standard model of language acquisition, that is, speaking, listening, reading, writing. And while this islanguage skills based, we are considering a life skills as well as a job skills component, as well. Assessment is the next issue: The 1992 version of the CAE program provides recommendations for testing materials, but does not specifically support any one testing tool with the idea that each learning population varies across the country. To review all of the recommended sources for assessment is months of work, which is not possible now. Question: What to do about assessment? CASAS is one way to go, but is pricey (the project I am working on has hardly any budget and is volunteer based). And, to add to the mix, time is very short--all this must be in place in a matter of weeks. We were informed that many learning facilities put together their own assessments, but I am concerned about reliability and validity issues. For this project I am leaning toward tripartite assessment measures, for example, (1) standard tests, (2) performance assessment (e.g., portfolios), and (3) teacher tests used together. But I really would appreciate any thoughts you would like to share about where to look for available tests to meet the content--hopefully--of the California curriculum model. Please know: I do not expect any miracles at this point. All I think we at the facility can hope for is some level of improvement for this next semester, with the idea that we will be continuing our efforts for improvement semester by semester. Any ideas? I am grateful as always for any help you can offer. Best regards, Judy
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