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 j7BN9NG18917; Thu, 11 Aug 2005 19:09:23 -0400 (EDT) Date: Thu, 11 Aug 2005 19:09:23 -0400 (EDT) Message-Id: <42FB77DC020000A0000004D0@smtp.us.future-gate.com smtp.de.future-gate.com> 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: "Katrina Hinson" <khinson@future-gate.com> To: Multiple recipients of list <nifl-fobasics@literacy.nifl.gov> Subject: [NIFL-FOBASICS:1444] Re: GED passage doesn't prepare students X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 8bit Content-Type: text/plain; charset=US-ASCII X-Mailer: Novell GroupWise Internet Agent 7.0 Status: O Content-Length: 3444 Lines: 37 I'd have to agree with this..in part. I do think that someone with a low score, on the surface, may not do well initially. I think it would depend on other factors beyond the score though. A score of 450 doesn't necessarily mean that a student won't be successful...and that quite simply, not all students "test" well when it comes to multiple choice tests. A test score alone may not be an adequate indicator to use, alone, to determine post secondary success. A low score may or may not correlate to post secondary success. I do think that if teachers have not done a good job at teaching...and not simply teaching for a test, but teaching students more than workbook material etc, then students who score lower might not be as prepapred as students who have teachers who actually teach critical thinking, analytical and synthesis skills and actively involve students in the learning process. We've all encountered students who only want to "pass" the test, and who don't seem to care about anything beyond that. The question becomes "why?" and "How do we change that?" Also, I"m not sure this applies only to GED students, but I know from my own experience with Adult High School students, that some of them leave and enter post secondary education, even the community college, ill prepared to deal with the rigors of a college class. I've encoutered Adul High School Diploma teachers who never assigned homework and didn't feel they should - knowing that their students had college hopes and that by not preparing them for every avenue they'd face, the students were being set up for a difficult adjustment period if not out and out failure. Some Adult High School Diploma students go into the program and only wish to "barely" pass - they may or may not be prepared for post secondary education - Some of the preparation needed to help students succeed in post secondary education, lies with the instructor and their ability to instruct as well as with the students. The goal I'd think would be able to better bridge the gaps and provide the tools necessary for students to succeed after they leave our programs. Regards Katrina Hinson >>> shellcraig@ix.netcom.com 08/11/05 6:21 PM >>> Because of their eagerness to receive their GED, many of my students pass the GED with just a 450 average. I would say that this isn't a likely indicator of success in other learning endeavors. If you correlate this barely passing score with say CASAs scores for the same students in math and reading, they are reading and doing math at a 6th grade level.Similarly, what passes in a GED essay would not pass in English 1A. Is this college preparation? These students would not receive decent scores on SATs or ACTs neccesary to enroll in a four year college. Even at a two year college they will probably score into the lowest remedial courses. The GED test is not college preparation in my opinion. I would say that if the researchers checked the passage scores of GED students who went on to college, the more successful students would be those who scored at 600 or higher. I would like to see some kind of study that would look merely at whether a student passed the test, but at how they passed it. Michele Craig Woodland Adult School We could learn a lot from crayons: some are sharp, some are pretty, some are dull, some have weird names, and all are different colors...but they all have to learn to live in the same box.
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