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[Assessment 1021] Re: Assessment Digest, Vol 25, Issue 31Michael Tate mtate at sbctc.eduMon Oct 29 12:26:38 EDT 2007
In all the studies I've read, when business leaders are asked what kind of intelligence they want in a worker, they say they want intuitive thinking . They are looking for people who can quickly size up a situation from incomplete data, make a decision, and implement a strategy that works. They're not looking for the painfully slow (and hugely expensive) deliberative process that government uses. Adult education is generally unable to offer training in creative thinking because it doesn't have teachers who can teach creativity. That's not likely to change until adult education is provided by a sector that values creativity higher than consensus. Michael Tate From: assessment-bounces at nifl.gov [mailto:assessment-bounces at nifl.gov] On Behalf Of Carver, Mary-Lynn Sent: Saturday, October 27, 2007 1:23 PM To: assessment at nifl.gov Subject: RE: Assessment Digest, Vol 25, Issue 31 Donna Chambers - Well said. I am in total agreement. Where do we start? Thanks, Mary Lynn Carver ABE/GED Instructor College of Lake County Building 4, Office 405 19351 W. Washington Street Grayslake, IL 60031 Phone:847/543-2677 mlcarver at clcillinois.edu Fax: 847/543-7580 "Blessed are they who laugh at themselves, for they shall be constantly amused" -- Unknown We now accept the fact that learning is a lifelong process of keeping abreast of change. And the most pressing task is to teach people how to learn. --Peter F. Drucker ________________________________ From: assessment-bounces at nifl.gov on behalf of assessment-request at nifl.gov Sent: Sat 10/27/2007 11:00 AM To: assessment at nifl.gov Subject: Assessment Digest, Vol 25, Issue 31 Send Assessment mailing list submissions to assessment at nifl.gov To subscribe or unsubscribe via the World Wide Web, visit http://www.nifl.gov/mailman/listinfo/assessment or, via email, send a message with subject or body 'help' to assessment-request at nifl.gov You can reach the person managing the list at assessment-owner at nifl.gov When replying, please edit your Subject line so it is more specific than "Re: Contents of Assessment digest..." Today's Topics: 1. [Assessment 1006] Re: GED Discussion - what you need to know! (Donna Chambers) 2. [Assessment 1007] Re: GED Discussion - what you need to know! (Katherine G) ---------------------------------------------------------------------- Message: 1 Date: Sat, 27 Oct 2007 09:10:29 -0400 From: "Donna Chambers" <donnaedp at cox.net> Subject: [Assessment 1006] Re: GED Discussion - what you need to know! To: "The Assessment Discussion List" <assessment at nifl.gov> Message-ID: <005e01c8189a$bfe81f70$8e5fdd48 at DH89L251> Content-Type: text/plain; format=flowed; charset="Windows-1252"; reply-type=original David and All, Let's not confuse critical thinking with creativity. Critical thinking is a learned process, whereas, creativity is a mental vision and can be nurtured, but not necessarily learned.. In Adult Education creativity is not a necessary skill, while critical thinking should be paramount. I work in ASE through competency-based performance assessment programs such as the Adult Diploma Program and the National External Diploma Program. This work has allowed me to focus on what adults need to know and be able to do and this information has changed over the years. Most states' education systems are moving toward being standards driven.Adult Education seems to be GED driven. As such, is limited to just what is necessary to pass the GED. The need for competency/proficiency based instruction and assessment is apparent, at least to me. In today's world, critical thinking should be high on the list of competencies that need to be learned. Merely passing a standardized test does not guarantee that the adult is able to think critically. Yet, from the perspective of the instructors, administrators, students, and policy makers, passing the test has become paramount in Adult Education. Outcomes has been translated to mean numbers of GED passers. Minimally passing the GED is "good enough" as a good outcome. If the student can just pass the GED, all will be well. Not necessarily so! Adult Education needs complete reform. Let's look at what the metacognative research tells us and design a system around what essential knowledge and skills are needed today, embedding critical thinking/reading skills into all activities. Refocus the outcome from just passing the GED to a performance based demonstration of competencies based on what adults need to know and be able to do today. Passing the GED will still be an attainable measure, but only one of many that need to be achieved. Instructors and students must know that building a strong foundation of basic knowledge and thinking skills will lead to passing the test. A strong foundation will, more importantly, guarantee success for the next steps beyond high school certification and provide the cognitive functional skills needed in our complex world. This must be communicated to the learners from the beginning upon entering AE programs. Learners must be given the opportunity to understand what commitment in time and effort is needed on the path to skill building and filling in gaps process in order to achieve their goals. Changing the paradigm will be a win-win for everyone and the outcomes will be more meaningful. Donna Chambers ----- Original Message ----- From: "David J. Rosen" <djrosen at comcast.net> To: "The Assessment Discussion List" <assessment at nifl.gov> Sent: Friday, October 26, 2007 10:53 PM Subject: [Assessment 1005] Re: GED Discussion - what you need to know! Assessment colleagues, Toni asked what we mean by creativity. Good question. I'll give it a shot. Is creativity a means to an end -- that is, with creative teaching approaches will more students have more and higher academic skills, better test scores? Or is creativity itself an end -- that is, do we want students to be both academically prepared and creative? Or both? And where do critical skills fit in? I would argue, as Marc Tucker does, that we need both high academic skills and creativity, and I would put critical thinking in both these catregories, both as a means and as an end. Our adult secondary education (e.g. GED) programs should provide students with the opportunity to have academic skills that are strong enough to succeed in college, strong critical thinking skills (these may be inseparable from strong academic skills), and the skills of creative problem solving. Since this is the assessment list, let me ask what are we measuring now adult secondary education programs? ? Perhaps academic skills, at least through standardized tests ? Are we measuring critical thinking skills, and if so how? ? I am not aware that anyone in adult literacy education is measuring creative skills. If Marc Tucker is right, we are not paying attention to one of the greatest economic assets, one of the historic strengths of the U.S. I agree with Tucker and believe that the nearly exclusive focus on high stakes basic skills tests for K-12, and the focus on only traditional basic skills for the GED tests disrespects important creative skills like the ability to look at a problem freshly and from different perspectives, the ability to try out and evaluate a range of solutions, the ability to represent an idea with an image, a moving image, a drawing; a metaphor or other figurative language, or rhetoric; and the ability to understand and follow, but instead to disregard instructions or traditional paths of thinking (what we now often describe as "thinking outside the box"). Are these goals that every GED student has or should have. No. Should they be? Not necessarily. But for students who see the GED or high school diploma as a way out of poverty, as a stepping stone to stable employment and self-sufficiency, as a key to open the door to successful post-secondary learning, these are the skills we should be teaching and measuring: academic skills, including critical thinking and creativity. I invite your comments on this. David J. Rosen djrosen at comcast.net On Oct 26, 2007, at 3:39 PM, Borge, Toni F wrote: > When we are referring to creativity do we mean teaching critical > thinking skills which once our students know how to think in a > critical thinking way they will be successful in achieving their > education and other life goals. However, just like K-12 education, > adult education is captured on the high stakes spinning wheel of > accountability which stifles creativity and teachers teach to the > test. > > Toni Borge > > BHCC > Adult Education & Transitions Program > > Boston, MA > > > > From: assessment-bounces at nifl.gov [mailto:assessment- > bounces at nifl.gov] On Behalf Of shirley ledet > Sent: Thursday, October 25, 2007 4:30 PM > To: The Assessment Discussion List > Subject: [Assessment 1001] Re: GED Discussion - what you need to know! > > > > I agree that creativity is not the enemy of success on standardized > test. We need look no further then those who have been successful > on any type of test. We tend to use terms like natuarally gifted, > just smart, etc. If you speak to these folks they are well > rounded, enjoy reading, mvies, theater, they tend to use terms like > "I don't know, I just know stuff." Researchers have found that > this may be the reason for disparity between ethnicity. I believe > there is more disparity between socio economic background then > ethnicity. Exposure to the arts, banking industry, faculty, > medicine, legal issues as part of your everyday life tends to offer > more of an advantage when testing then someone whose only exposure > is to go to school and study hard. My students participate in a > quite a few creative projects and those that "get into it" tend to > do better in all subjects. Those that feel it is a waste of time > and they just want to "study for the GED" are generally frustrated > when "all of their hard work does not pay off like they would > like." Creativity also leads to retention; especially those > activities that have to be completed in increments. Let's bring on > more creativity! > > Shirley Ledet > > GED Instructor > > NHC-Carver > > djrosen at comcast.net wrote: > > Colleagues, > > I am a proponent of creativity in adult literacy education -- > indeed in all education. As Marc Tucker, President of the National > Center for Education and the Economy, has said in a presention > recently to the National Commission on Adult Literacy, http:// > www.caalusa.org/video/choices.html , the U.S. education system -- > and he includes adult education, cannot be competitive without high > academic standards AND creativity. > > But many GED teachers and administrators believe that their > students will not pass the GED unless they focus on skills and > knowledge needed to pass the test, that creativity is a > "distraction" and a time-waster. (Many K-12 teachers, > administrators or policy makers also believe creativity distracts > from passing high stakes tests.) I hate to be the one to raise this > issue, but it's the key question on the minds of many GED teachers > and administrators, so I invite the panelists to address it. > > Is creativity a distraction or is it essential for success? Why? > > > David J. Rosen > djrosen at comcast.net > > -------------- Original message ---------------------- > From: "Marie Cora" > > Hi everyone, > > > > We've had several new subscribers over the past day, and so I > wanted to > > give a quick reminder where you can get the information on this > > discussion. For the full announcement, information on guests, and > > suggested resources go to: > > > > http://www.nifl.gov/lincs/discussions/assessment/ > 07creativityGED.html > > > > If you missed the posts from yesterday - there were a couple - > you can > > catch up in the archives at: > > http://www.nifl.gov/pipermail/assessment/2007/date.html > > > > Please post your questions and also your own experiences to share > now! > > > > Thanks!! > > > > Marie Cora > > Assessment Discussion List Moderator > > > > > > > > > > Marie Cora > > marie.cora at hotspurpartners.com > > NIFL Assessment Discussion List Moderator > > http://www.nifl.gov/mailman/listinfo/assessment > > > > > > > > From: "Marie Cora" <marie.cora at hotspurpartners.com> > To: <Assessment at nifl.gov> > Subject: [Assessment 942] GED Discussion - what you need to know! > Date: Tue, 9 Oct 2007 14:43:14 +0000 > > Hi everyone, > > > > We?ve had several new subscribers over the past day, and so I > wanted to give a quick reminder where you can get the information > on this discussion. For the full announcement, information on > guests, and suggested resources go to: > > > > http://www.nifl.gov/lincs/discussions/assessment/07creativityGED.html > > > > If you missed the posts from yesterday ? there were a couple ? you > can catch up in the archives at: http://www.nifl.gov/pipermail/ > assessment/2007/date.html > > > > Please post your questions and also your own experiences to share now! > > > > Thanks!! > > > > Marie Cora > > Assessment Discussion List Moderator > > > > > > > > > > Marie Cora > > marie.cora at hotspurpartners.com > > NIFL Assessment Discussion List Moderator > > 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 > Email delivered to 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 > Email delivered to msledet at yahoo.com > > > > > ------------------------------- > 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 > Email delivered to 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 Email delivered to donnaedp at cox.net ------------------------------ Message: 2 Date: Sat, 27 Oct 2007 09:35:10 -0400 From: "Katherine G" <Kgotthardt at comcast.net> Subject: [Assessment 1007] Re: GED Discussion - what you need to know! To: "The Assessment Discussion List" <assessment at nifl.gov> Message-ID: <MHEMKJNHLDIEMGGCCKCCMEFEDMAA.Kgotthardt at comcast.net> Content-Type: text/plain; charset="Windows-1252" David, I agree that creativity is essential in GED programs, especially if students are planning to go on to college! Students who pass the GED with minimal ability to freely think creatively, explore abstract ideas, and weigh options are usually at a loss in the college classroom. Most colleges require program elements such as "writing across the curriculum." As we know, writing requires abstract thought, the kind adults need to develop. Even basic college writing classes require understanding and using rhetorical patterns found in the descriptive essay and more. Humanities courses demand students to understand and even implement creative forms, figures of speech, figurative language, and more. For students to truly understand history, they must be able to visualize different time periods. Symbolic thought translates into statistics and math classes in which graphs, numbers and equations are used to communicate ideas. The list goes on. Someone here or in another posting made the remark that students in a GED class who are not reading in class are not practicing reading at all. If the instructor is writing on the board, if the students are writing, if the students are taking practice tests, they ARE reading. In terms of more formalized, lengthier readings, students will most likely need to take that home. Yes, this requires a certain amount of discipline that we might not get with GED students. But especially with students who want to pursue higher education after earning the GED, we need to have the time to teach them to think critically. Finally, I just now ran across an essay from Peter Elbow whom I haven't studied in a long time but did in my past lives. The essay demonstrates how creativity is used in the college classroom as well as what GED students can expect in college (though perhaps not to this extent, depending on the teacher and the class). http://www.ntlf.com/html/lib/bib/writing.htm I'm a firm believer in extensive transitional services for GED students planning to attend college, and I think it's essential to have communications between public schools and college to make this happen if we want GED students to succeed. Part of these discussions should include creativity used and expected in every academic setting. Katherine Mercurio Gotthardt, ESOL Online Instructor Prince William County Public Schools Adult Education P.O. Box 389 Manassas, VA 20108 work 703-791-8387 fax 703-791-8889 -----Original Message----- From: assessment-bounces at nifl.gov [mailto:assessment-bounces at nifl.gov]On Behalf Of David J. Rosen Sent: Friday, October 26, 2007 10:54 PM To: The Assessment Discussion List Subject: [Assessment 1005] Re: GED Discussion - what you need to know! Assessment colleagues, Toni asked what we mean by creativity. Good question. I'll give it a shot. Is creativity a means to an end -- that is, with creative teaching approaches will more students have more and higher academic skills, better test scores? Or is creativity itself an end -- that is, do we want students to be both academically prepared and creative? Or both? And where do critical skills fit in? I would argue, as Marc Tucker does, that we need both high academic skills and creativity, and I would put critical thinking in both these catregories, both as a means and as an end. Our adult secondary education (e.g. GED) programs should provide students with the opportunity to have academic skills that are strong enough to succeed in college, strong critical thinking skills (these may be inseparable from strong academic skills), and the skills of creative problem solving. Since this is the assessment list, let me ask what are we measuring now adult secondary education programs? ? Perhaps academic skills, at least through standardized tests ? Are we measuring critical thinking skills, and if so how? ? I am not aware that anyone in adult literacy education is measuring creative skills. If Marc Tucker is right, we are not paying attention to one of the greatest economic assets, one of the historic strengths of the U.S. I agree with Tucker and believe that the nearly exclusive focus on high stakes basic skills tests for K-12, and the focus on only traditional basic skills for the GED tests disrespects important creative skills like the ability to look at a problem freshly and from different perspectives, the ability to try out and evaluate a range of solutions, the ability to represent an idea with an image, a moving image, a drawing; a metaphor or other figurative language, or rhetoric; and the ability to understand and follow, but instead to disregard instructions or traditional paths of thinking (what we now often describe as "thinking outside the box"). Are these goals that every GED student has or should have. No. Should they be? Not necessarily. But for students who see the GED or high school diploma as a way out of poverty, as a stepping stone to stable employment and self-sufficiency, as a key to open the door to successful post-secondary learning, these are the skills we should be teaching and measuring: academic skills, including critical thinking and creativity. I invite your comments on this. David J. Rosen djrosen at comcast.net On Oct 26, 2007, at 3:39 PM, Borge, Toni F wrote: > When we are referring to creativity do we mean teaching critical > thinking skills which once our students know how to think in a > critical thinking way they will be successful in achieving their > education and other life goals. However, just like K-12 education, > adult education is captured on the high stakes spinning wheel of > accountability which stifles creativity and teachers teach to the > test. > > Toni Borge > > BHCC > Adult Education & Transitions Program > > Boston, MA > > > > From: assessment-bounces at nifl.gov [mailto:assessment- > bounces at nifl.gov] On Behalf Of shirley ledet > Sent: Thursday, October 25, 2007 4:30 PM > To: The Assessment Discussion List > Subject: [Assessment 1001] Re: GED Discussion - what you need to know! > > > > I agree that creativity is not the enemy of success on standardized > test. We need look no further then those who have been successful > on any type of test. We tend to use terms like natuarally gifted, > just smart, etc. If you speak to these folks they are well > rounded, enjoy reading, mvies, theater, they tend to use terms like > "I don't know, I just know stuff." Researchers have found that > this may be the reason for disparity between ethnicity. I believe > there is more disparity between socio economic background then > ethnicity. Exposure to the arts, banking industry, faculty, > medicine, legal issues as part of your everyday life tends to offer > more of an advantage when testing then someone whose only exposure > is to go to school and study hard. My students participate in a > quite a few creative projects and those that "get into it" tend to > do better in all subjects. Those that feel it is a waste of time > and they just want to "study for the GED" are generally frustrated > when "all of their hard work does not pay off like they would > like." Creativity also leads to retention; especially those > activities that have to be completed in increments. Let's bring on > more creativity! > > Shirley Ledet > > GED Instructor > > NHC-Carver > > djrosen at comcast.net wrote: > > Colleagues, > > I am a proponent of creativity in adult literacy education -- > indeed in all education. As Marc Tucker, President of the National > Center for Education and the Economy, has said in a presention > recently to the National Commission on Adult Literacy, http:// > www.caalusa.org/video/choices.html , the U.S. education system -- > and he includes adult education, cannot be competitive without high > academic standards AND creativity. > > But many GED teachers and administrators believe that their > students will not pass the GED unless they focus on skills and > knowledge needed to pass the test, that creativity is a > "distraction" and a time-waster. (Many K-12 teachers, > administrators or policy makers also believe creativity distracts > from passing high stakes tests.) I hate to be the one to raise this > issue, but it's the key question on the minds of many GED teachers > and administrators, so I invite the panelists to address it. > > Is creativity a distraction or is it essential for success? Why? > > > David J. Rosen > djrosen at comcast.net > > -------------- Original message ---------------------- > From: "Marie Cora" > > Hi everyone, > > > > We've had several new subscribers over the past day, and so I > wanted to > > give a quick reminder where you can get the information on this > > discussion. For the full announcement, information on guests, and > > suggested resources go to: > > > > http://www.nifl.gov/lincs/discussions/assessment/ > 07creativityGED.html > > > > If you missed the posts from yesterday - there were a couple - > you can > > catch up in the archives at: > > http://www.nifl.gov/pipermail/assessment/2007/date.html > > > > Please post your questions and also your own experiences to share > now! > > > > Thanks!! > > > > Marie Cora > > Assessment Discussion List Moderator > > > > > > > > > > Marie Cora > > marie.cora at hotspurpartners.com > > NIFL Assessment Discussion List Moderator > > http://www.nifl.gov/mailman/listinfo/assessment > > > > > > > > From: "Marie Cora" <marie.cora at hotspurpartners.com> > To: <Assessment at nifl.gov> > Subject: [Assessment 942] GED Discussion - what you need to know! > Date: Tue, 9 Oct 2007 14:43:14 +0000 > > Hi everyone, > > > > We?ve had several new subscribers over the past day, and so I > wanted to give a quick reminder where you can get the information > on this discussion. For the full announcement, information on > guests, and suggested resources go to: > > > > http://www.nifl.gov/lincs/discussions/assessment/07creativityGED.html > > > > If you missed the posts from yesterday ? there were a couple ? you > can catch up in the archives at: http://www.nifl.gov/pipermail/ > assessment/2007/date.html > > > > Please post your questions and also your own experiences to share now! > > > > Thanks!! > > > > Marie Cora > > Assessment Discussion List Moderator > > > > > > > > > > Marie Cora > > marie.cora at hotspurpartners.com > > NIFL Assessment Discussion List Moderator > > 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 > Email delivered to 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 > Email delivered to msledet at yahoo.com > > > > > ------------------------------- > 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 > Email delivered to 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 Email delivered to kgotthardt 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 End of Assessment Digest, Vol 25, Issue 31 ****************************************** -------------- next part -------------- An HTML attachment was scrubbed... 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