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 hBBIWkm14437; Thu, 11 Dec 2003 13:32:46 -0500 (EST) Date: Thu, 11 Dec 2003 13:32:46 -0500 (EST) Message-Id: <775552489.1071149541@[192.168.1.150]> 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: Ellie Drago-Severson <seversel@gse.harvard.edu> To: Multiple recipients of list <nifl-fobasics@literacy.nifl.gov> Subject: [NIFL-FOBASICS:889] RE: Managing Statistics/Teaching to X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 7bit Content-Type: text/plain; charset=us-ascii; format=flowed X-Mailer: Mulberry/3.0.3.1 (Mac OS/PPC) Status: O Content-Length: 4680 Lines: 120 Thanks Jenni! --On Thursday, December 11, 2003 1:14 PM -0500 Jennifer Roloff <roloffje@gse.harvard.edu> wrote: > 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 Ellie Drago-Severson, Ed.D. Lecturer in Education Harvard Graduate School of Education 219 Longfellow Hall, Appian Way Cambridge, MA 02138 Voicemail: 617.496.4963 Fax: 617.864.1315
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