Hi Virginia and David 
As I said we work mostly 1:1 so it is a very different set up 
 
What we do discuss with the learner is here are the texts you have to
read/write etc at work or have mentioned in your goals 

Now these texts  have these features which means that you need to know
this sort of information and be approaching texts in this sort of way
and your assessment showed that you have got these sorts of skills and
so you can do this and/or  we need to work on this  - we also work on
transfer to the learner's other contexts - home, community or other
goals etc - some might identify that they want to do a qualification and
so this is another context in terms of what prereqs are and what they
have and what they need to develop 

This is a very bald statement of what is a complex process as you all
know 

We have just started to use the draft Foundation Learning Progressions
which were released in NZ last year and they owe a lot to  the EFF
Standards and approaches
http://www.tec.govt.nz/downloads/a2z_publications/foundation_learning_pr
ogressions.pdf
Unfortunately the language used in them  is not that accessible for all
learners ( learners aren't the audience) so we need to 'translate' a lot
which is a shame as I think learners knowing where they are at and being
able to work that out themselves is critical to the concept of
independent  lifelong learning 

At this stage in NZ we do not have any prescribed tool that we have to
use as pre and post tests 

Hope this is gives some idea of the partnership we try and promote -
imperfectly most of the time but the intent is strong and clear 

Regards Susan


Susan Reid
Manager, Learning and  Development 
Workbase: The New Zealand Centre for Workforce Literacy Development 
2 Vermont Street, Ponsonby - PO Box 56571, Dominion Road, Auckland 1030
Phone: 09 361 3800 - Fax: 09 376 3700           
Website: www.workbase.org.nz - Email: sreid at workbase.org.nz
See New Zealand Literacy Portal 
www.nzliteracyportal.org.nz

Caution - This email and its contents contain privileged information
that is intended solely for the recipient.  If you are not the intended
recipient you are hereby notified that any use, dissemination,
distribution or reproduction of this email is prohibited.  If you have
received this email in error please notify admin at workbase.org.nz
immediately.  Any views expressed in this email are of the sender and
may not necessarily reflect the views of Workbase: The New Zealand
Centre for Workforce Literacy Development.

 




-----Original Message-----
From: assessment-bounces at nifl.gov [mailto:assessment-bounces at nifl.gov]
On Behalf Of Virginia Tardaewether
Sent: Tuesday, 30 January 2007 7:23 a.m.
To: The Assessment Discussion List
Subject: [Assessment 613] Re: Systematic formative ways to record
whatstudents learn and share this information

Well generally, students know their ethnic origins, gender and age so we
don't talk about that much :) Pre and post test scores are talked about
in small and large groups so that all students understand the system of
progress.  Each student is given their own personal scores and an
individual learning plan that is developed with staff and the student.
This plan changes through time, but it helps tracks goal accomplishments
and testing scores.  Students also work on resumes, complete job
searches, complete FAFSA forms and attend job interviews while enrolled.
Va

-----Original Message-----
From: assessment-bounces at nifl.gov [mailto:assessment-bounces at nifl.gov]
On Behalf Of David Rosen
Sent: Monday, January 29, 2007 9:52 AM
To: The Assessment Discussion List
Subject: [Assessment 612] Re: Systematic formative ways to record
whatstudents learn and share this information

Susan and Virginia,

You appear to have sophisticated systems for recording and keeping track
of student progress.  I wonder if you could tell us more about how
teachers share the information with students, and how students get
involved with using the data to make decisions about their learning.

I would like to hear from others who think they have good systems (not
necessarily computerized) for tracking and sharing information for
student decision making about their learning.

David J. Rosen
djrosen at comcast.net


On Jan 29, 2007, at 12:09 PM, Virginia Tardaewether wrote:


> Susan

> We have a computer site where students can access assignments and use 

> the email.  All students get an email account when they register so 

> that simplifies the matter.  As the instructor, I have access to their



> email account from the registration records.

>

> The most useful tool we've developed is a daily tracking sheet where 

> we

> track: OPT scores, CASAS pre and post scores, Agency data, and GED 

> tests completed.

>

> For our GED OPTIONS students, we have a weekly attendance sheet, 

> progress, and track information needed by the school district for 

> completion of their end of year report: age, ethnic info, completion 

> dates, enrollment dates, and gender.  We complete this progress report



> in Excel so the hours cumulate and so that we can send it 

> electronically to the school district.

>

> -----Original Message-----

> From: assessment-bounces at nifl.gov [mailto:assessment-bounces at nifl.gov]

> On Behalf Of David Rosen

> Sent: Saturday, January 27, 2007 5:49 AM

> To: The Assessment Discussion List

> Subject: [Assessment 606] Systematic formative ways to record what 

> studentslearn and share this information

>

> Susan Reid, and others who use formative assessment,

>

> I am interested in learning more about teachers' systems for keeping 

> track of what students are learning and sharing this information with 

> them. What paper-and-pencil strategies do you use?  What computer- 

> managed or computer-aided strategies? Do you record information during



> the class, after the class, keep it all in your head? Does anyone 

> share formative assessment information with students by regular 

> one-on-one conferencing, by e-mailing them, in other ways?

>

>

> David J. Rosen

> djrosen at comcast.net

>

>

>

> -------------------------------

> National Institute for Literacy

> Assessment mailing list

> Assessment at nifl.gov

> To unsubscribe or change your subscription settings, please go to 

> http://www.nifl.gov/mailman/listinfo/assessment

> -------------------------------

> National Institute for Literacy

> Assessment mailing list

> Assessment at nifl.gov

> To unsubscribe or change your subscription settings, please go to 

> http://www.nifl.gov/mailman/listinfo/assessment






-------------------------------
National Institute for Literacy
Assessment mailing list
Assessment at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/assessment
-------------------------------
National Institute for Literacy
Assessment mailing list
Assessment at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/assessment