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 hBBIF6m13867; Thu, 11 Dec 2003 13:15:06 -0500 (EST) Date: Thu, 11 Dec 2003 13:15:06 -0500 (EST) Message-Id: <web-3805556@gse.harvard.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: "Jennifer Roloff" <roloffje@gse.harvard.edu> To: Multiple recipients of list <nifl-fobasics@literacy.nifl.gov> Subject: [NIFL-FOBASICS:888] RE: Managing Statistics/Teaching to X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 8bit Content-Type: text/plain; charset="ISO-8859-1"; format="flowed" X-Mailer: CommuniGate Pro WebUser Interface v.4.1.6c Status: O Content-Length: 4203 Lines: 103 You should be able to go to the NIFL website (www.nifl.gov) and click on Links, I believe. There should be something about the person to whom you should send your request. It's something like listproc@nifl.gov... Good luck On Thu, 11 Dec 2003 12:37:07 -0500 (EST) "Le, Nhi" <Nhi.Le@pfizer.com> wrote: >I've asked someone on this mailing list to give me more information on what >this organization is; however he did not respond. > >How can I get off this mailing list? > >-----Original Message----- >From: Nixon S. Griffis [mailto:ngriffis@bellsouth.net] >Sent: Wednesday, December 10, 2003 10:52 AM >To: Multiple recipients of list >Subject: [NIFL-FOBASICS:871] RE: Managing Statistics/Teaching to the >test > > >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 > > > > > Jennifer Roloff Welch Doctoral Student in Learning and Teaching Harvard Graduate School of Education
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