Return-Path: <nifl-workplace@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id e9BIsT924599; Wed, 11 Oct 2000 14:54:30 -0400 (EDT) Date: Wed, 11 Oct 2000 14:54:30 -0400 (EDT) Message-Id: <C192DA1514C3D111B26300805F6FCD8EA8D4BA@EXCHANGE> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-workplace@literacy.nifl.gov Originator: nifl-workplace@literacy.nifl.gov Sender: nifl-workplace@literacy.nifl.gov Precedence: bulk From: "Stoker, Linda" <LStoker@oxfamamerica.org> To: Multiple recipients of list <nifl-workplace@literacy.nifl.gov> Subject: [NIFL-WORKPLACE:3789] RE: X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Type: text/plain X-Mailer: Internet Mail Service (5.5.2650.21) Status: O Content-Length: 3705 Lines: 91 Larry: I would add that the program evaluation should demonstrate that the requisite transfer skills were included in the curriculum. It is unjust, I think, to assume that the participant will figure out how to make the transfer by him- herself given that the workplace behavioral norms frequently support aliteracy. Linda Linda Stoker GPD Administrative Manager Oxfam America, 26 West Street, Boston, MA 02111 USA tel: 01-617-728-2510 fax: 01-617-728-2595 email: lstoker@oxfamamerica.org > -----Original Message----- > From: Mikulecky, Larry J. [SMTP:mikuleck@indiana.edu] > Sent: Wednesday, October 11, 2000 11:16 AM > To: Multiple recipients of list > Subject: [NIFL-WORKPLACE:3785] RE: Evaluation and Standardized > testing > > Heidi: > > The face-to-face contact time in workplace literacy programs, indeed in > most > adult literacy programs, is usually less than 50 hours. This, all by > itself, isn't sufficient practice time to make much impact on general > literacy standardized tests. If a general literacy standardized test is > the > ONLY measure of success, there is a problem. The evaluators aren't > measuring enough to capture all that a program is doing. > > I think part of the solution is recognizing that learner literacy practice > must also occur and increase outside the literacy classroom (at home and > on > the job). This means that one aspect of program success is the degree to > which the learner's goals have been engaged and the degree to which habits > have been changed to include literacy away from the classroom. A person > with > changed habits and goals is likely to continue with literacy growth and > this > is an important program goal. These things can be assessed and I think > ought > to be. > > In addition, a good deal of research has documented that gains with the > sorts of literacy one has been practicing with occur long before transfer > to > broad, general literacy occurs. For this reason, part of program and > learner assessment in workplace literacy programs should also include > measures of increased comprehension and mastery with the specialized > materials which have been integrated into the workplace literacy program. > > I don't think the problem is that general standardized tests are being > used. > A fifty contact hour program which has also gotten students to practice a > couple of hours outside of class for each hour inside may have impact on > general literacy. I think the problem is that in some programs ONLY > standardized tests are being used and other program goals (eg. improved > ability with workplace literacy, changed goals and behaviors, improved > literacy strategies, improved productivity, increased confidence and > willingness to take futher training, etc.) are not also being assessed and > taken into account. > > Larry Mikulecky > > -----Original Message----- > From: Heidi Watson [mailto:haw6@psu.edu] > Sent: Wednesday, October 11, 2000 6:59 AM > To: Multiple recipients of list > Subject: [NIFL-WORKPLACE:3782] Evaluation and Standardized testing > > > > "Most workplace literacy programs do not have sufficient time with > learners > to make much impact on standardized tests.*snip* It is important to note > these positive changes and to give credit to teachers and programs for > making them." > > Larry is giving the credit administrators of programs or the student? > Whether we have enough time with students or not we are often require to > give standardized assessments anyway. From these scores the quality of our > programs are judged. I believe this creates a real struggle for many > workplace education programs. > > Heidi Watson > NIFL-Workplace Co-Moderator
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