Return-Path: <nifl-fobasics@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id hBAGsum06584; Wed, 10 Dec 2003 11:54:56 -0500 (EST) Date: Wed, 10 Dec 2003 11:54:56 -0500 (EST) Message-Id: <3FEE2643@webmail.utk.edu> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-fobasics@literacy.nifl.gov Originator: nifl-fobasics@literacy.nifl.gov Sender: nifl-fobasics@literacy.nifl.gov Precedence: bulk From: jataylor <jataylor@utk.edu> To: Multiple recipients of list <nifl-fobasics@literacy.nifl.gov> Subject: [NIFL-FOBASICS:873] RE: Teaching to the test X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Infinite Mobile Delivery (Hydra) SMTP v3.62.01 Content-Transfer-Encoding: 7bit Content-Type: text/plain; charset="ISO-8859-1" Status: O Content-Length: 5149 Lines: 112 Might I add on to your suggestions? Maybe this is a bit revolutionary, but how about contextualizing teaching based on what learners say they want to be able to do in their daily lives? Have them identify a shared interest or goal, like wanting to be able to use math better in dealing with very limited budgets. Involve them in planning what it is they would like to do (the actual learning activities) in order to meet that goal, and make explicit connections between how in learning to deal with limited budgets they can also advance through the TABE levels (assuming advancing thru the TABE is in alignment with their individual goals). Involve them in deciding what kinds of evidence they would like to capture that "proves" they are learning (metacognition while developing the plan for assessment). Then, grounded in context and with a collaboratively-designed plan for assessment, adapt questions that might be found on the TABE that are in alignment with these individual and group-identified goals. I realize this suggestion moves us away from workbooks, but if your goal as a teacher is to help adults transfer what they learn to their lives while studying for the GED, then it should prove beneficial for them to practice it in the classroom. If you wish to learn more about what I am describing above, check out the EFF Teaching and Learning Cycle, which can be found in the EFF Teaching and Learning Toolkit at: http://cls.coe.utk.edu/efftlc/using_the_toolkit.htm Scroll down and click on the link for the EFF Teaching and Learning Cycle - it is very informative! Thanks for starting this line of inquiry. I hope this helps! Best, Jackie Taylor UT Center for Literacy Studies >===== Original Message From nifl-fobasics@nifl.gov ===== >Welcome to the wonderful world of education Mr. Boone. Teaching to the test >is more and more part of the curriculum by necessity for many teachers. > >Suggestion 1. Duplicate each question couching that question in different >forms. Make twenty examples of such a question. Then drill your students >over and over again until each student is capable of answering that >question. Math and language are the easiest to accomplish. Usage, grammar >mechanics, math solutions are logical and can be set out in rule form. >Reading is much more difficult because of the subtle skills needed to be >developed over long terms of time in order to build comprehension and speed. >See suggestion 2. for Reading. Oh yes, because you will have M(6-7grade), >D(8-10)and A(11-12) level students you will need to have three sets of >curriculum. > >Suggestion 2. Go through the TABE test and pick out keywords and words that >are at a level that indicates to you that your students need to see their >definitions. Teach those words to your students. It will amaze you how >easily you can spot these words after working with your students for a bit >of time. > > Reading's largest factor, after being able to call words, is made up of our >ability to give our minds the proper definition of words that are being used >in the text. This is meekly known as vocabulary, these days. TABE can only >choose a small fraction of vocabulary and keywords in its' tests. That, I >believe, is why reading assessment tests are so inept at showing progress. >The odds are infinitely small, given the number of words in our language, >that your students will have looked up the words contained in the test. > > We are still in such a state of development on this subject that I do not >even think anyone has made an official ruling as to if teaching the specific >vocabulary of the TABE is allowed. > > Anyone out there know about this issue? > >-----Original Message----- >From: nifl-fobasics@nifl.gov [mailto:nifl-fobasics@nifl.gov]On Behalf Of >Richard T. Boone >Sent: Wednesday, December 10, 2003 9:36 AM >To: Multiple recipients of list >Subject: [NIFL-FOBASICS:869] Managing Statistics > > > > >I run a small computerized Workplace Literacy lab and have several >questions. >I hope I may receive some feedback on the following topics. > >1) Students are referred to me for a 30-60 day time period to “bring their >scores up”, so they may enter some form of training. What would be >considered a normative increase in TABE scores for students averaging 20 >hours a week in the lab? >I do realize that “I am teaching to the TABE”, but I see no alternative >given the short time periods. > 2) Every 50 hours I am supposed to retest students giving the >complete TABE battery. Several students will drop out right after retesting; >they know they have done poorly even before the tests are scored. How do you >deal with this problem? > >2) I am highly dependant on state, labor and county officials for referrals. >It appears that their job criteria demand that data management is the >overriding concern. The “goals” of students must be met at close to a 100% >success rate, so data must be managed to accomplish this success rate. How >do others deal with this? > > > > >________________________________________________________________ >Sent via the Vineland WebMail system at vineland.org
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