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<p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>Mary Jane,<o:p></o:p></span></p>
<p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>Great post. I think you’re exemplifying how programs can make
creative use of tests, rather than be the captive of them.<o:p></o:p></span></p>
<p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>Forrest<o:p></o:p></span></p>
<p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<div style='border:none;border-top:solid #B5C4DF 1.0pt;padding:3.0pt 0in 0in 0in'>
<p class=MsoNormal><b><span style='font-size:10.0pt;font-family:"Tahoma","sans-serif"'>From:</span></b><span
style='font-size:10.0pt;font-family:"Tahoma","sans-serif"'>
assessment-bounces@nifl.gov [mailto:assessment-bounces@nifl.gov] <b>On Behalf
Of </b>Mary Jane Jerde<br>
<b>Sent:</b> Friday, February 08, 2008 2:31 PM<br>
<b>To:</b> The Assessment Discussion List<br>
<b>Subject:</b> [Assessment 1196] Re: Observation checklist<o:p></o:p></span></p>
</div>
<p class=MsoNormal><o:p> </o:p></p>
<p class=MsoNormal>I don't know if it's still available, but the basic paper
BEST or the scale scored BEST Plus could help avoid social promotion. You need
people who are trained in either and have not worked with a particular student
being interviewed. The training for the old fashioned BEST is not too
complicated, especially if you don't need scale scores.<br>
<br>
A similar test is possible to homemake, just set standards for a point system,
just a few points for grammar or fluency for a number of questions using
pictures. Don't allow giving the students feedback for the test. Use some
"gold" standard students to help set the levels by numbers, students
that are commonly agreed to be at certain levels in the two skill areas. <br>
<br>
Mary Jane Jerde<br>
<br>
<b><i>Jodi Crandall <crandall@umbc.edu></i></b> wrote:<o:p></o:p></p>
<p class=MsoNormal>Kevin,<o:p></o:p></p>
<div>
<p class=MsoNormal><o:p> </o:p></p>
</div>
<div>
<p class=MsoNormal>Unfortunately, social promotion is always a
danger. <o:p></o:p></p>
</div>
<div>
<p class=MsoNormal><o:p> </o:p></p>
</div>
<div>
<p class=MsoNormal>Since your standardized exams for reading/writing and
grammar classes have proved to be so helpful in helping students to be in
classes at the right level, are you thinking of developing a listening/speaking
test as well?<o:p></o:p></p>
</div>
<div>
<p class=MsoNormal><o:p> </o:p></p>
</div>
<div>
<p class=MsoNormal>I wonder whether any other programs have developed or
identified a listening/speaking test that they could describe or recommend?<o:p></o:p></p>
</div>
<div>
<p class=MsoNormal><o:p> </o:p></p>
</div>
<div>
<p class=MsoNormal>Jodi<o:p></o:p></p>
<div>
<div>
<p class=MsoNormal>On Feb 8, 2008, at 10:03 AM, Hinkle, Robert wrote:<o:p></o:p></p>
</div>
<p class=MsoNormal><br>
<br>
<o:p></o:p></p>
<div id=idOWAReplyText37611>
<div>
<p class=MsoNormal><span style='font-size:10.0pt;font-family:"Arial","sans-serif";
color:black'>Jodi,</span><o:p></o:p></p>
</div>
<div>
<p class=MsoNormal> <o:p></o:p></p>
</div>
<div>
<p class=MsoNormal><span style='font-size:10.0pt;font-family:"Arial","sans-serif"'>At
Raritan Valley since my arrival five years ago, we have put in place homemade
standardized exit exams for grammar and reading/writing classes at each level
so that we have some way of ensuring that students with different instructors
enter the next level with approximately the same skill level. We did that
because many instructors engaged in social promotion. The exit exams have
improved the consistency of the program and helped even out the skill level
within classes.</span><o:p></o:p></p>
</div>
<div>
<p class=MsoNormal> <o:p></o:p></p>
</div>
<div>
<p class=MsoNormal><span style='font-size:10.0pt;font-family:"Arial","sans-serif"'>We
still have the social promotion problem with the listening/speaking classe
because there is no standardized assessment, and instructors sometimes pass
students who really do not have the requisite level. In fact,
some students have complained that the listening/speaking courses are a
waste of time because they have classmates in an upper level class who have
great difficulty speaking. </span><o:p></o:p></p>
</div>
<div>
<p class=MsoNormal> <o:p></o:p></p>
</div>
<div>
<p class=MsoNormal><span style='font-size:10.0pt;font-family:"Arial","sans-serif"'>Even
though we have course outlines with clearly defined learning outcomes, my
experience has taught me to be wary of the open-ended concept of professional
wisdom. That sometimes morphs into a misguided belief that passing unprepared
students is somehow constructive.</span><o:p></o:p></p>
</div>
<div>
<p class=MsoNormal> <o:p></o:p></p>
</div>
</div>
<div id=idSignature26003>
<div>
<p class=MsoNormal><span style='font-size:10.0pt;font-family:"Arial","sans-serif";
color:black'>Kevin</span><o:p></o:p></p>
</div>
</div>
<div>
<p class=MsoNormal><o:p> </o:p></p>
<div class=MsoNormal align=center style='text-align:center'>
<hr size=2 width="100%" align=center>
</div>
<p class=MsoNormal style='margin-bottom:12.0pt'><b><span style='font-size:10.0pt;
font-family:"Tahoma","sans-serif"'>From:</span></b><span style='font-size:10.0pt;
font-family:"Tahoma","sans-serif"'> <a href="mailto:assessment-bounces@nifl.gov">assessment-bounces@nifl.gov</a>
on behalf of JoAnn (Jodi) Crandall<br>
<b>Sent:</b> Thu 2/7/2008 8:45 AM<br>
<b>To:</b> The Assessment Discussion List<br>
<b>Subject:</b> [Assessment 1149] Re: Observation checklist</span><o:p></o:p></p>
</div>
<div>
<div>
<p class=MsoNormal><span style='font-size:10.0pt'>Ted,<br>
<br>
Did you use an oral proficiency interview at the Defense Language<br>
Institute? If so, how log did it take to administer to each
student? I<br>
think time is a real barrier to most adult ESL/ESOL programs. Thus, they<br>
use tests that can be administered to students as a group and easily<br>
evaluated.<br>
<br>
For some college programs for international students, a whole range of<br>
tests are used for placement, including a writing sample, a reading test,<br>
and an oral interview. Clearly that's more possible with smaller numbers<br>
of students who are also paying for the classes.<br>
<br>
What do you think is needed in the way of tests? In Passing the Torch,<br>
Forrest and I point to assessment as a major issue facing all the colleges<br>
we studied. We recommend the development of a test of all four skills<br>
that, if possible, could be administered and scored in a reasonable amount<br>
of time.<br>
<br>
Have you tried the BEST Plus test? What has been your experience with<br>
that test?<br>
<br>
I agree that for placement at literacy levels, a simple test developed by<br>
a program might be sufficient.<br>
<br>
I also think that for progress through the levels, student achievement in<br>
the previous class, as judged by the instructor ("professional
wisdom"),<br>
is still the best determiner of whether a student is ready to go to the<br>
next level.<br>
<br>
Jodi<br>
<br>
<br>
> Jodi,<br>
><br>
> Same here! As long as the BEST Test is used to show gains, I'm afraid that<br>
> there isn't much chance that REAL gains could be charted and compared. It<br>
> is used too often to measure progress and is not as good for that purpose<br>
> as one would hope. Really valid proficiency tests are the only way to<br>
> prove the point. Achievement tests don't tell much in terms of overall<br>
> progress. I would also guess that it would take a minimum of 120 hours of<br>
> solid training to have a measureable level with any test that one could<br>
> play numbers with. Other factors including attendance, etc. would have to<br>
> be factored in. Adults have families and jobs in the way of total<br>
> dedication to attendance. Also, one would have to have a test in which<br>
> human judgment would play a small role. The BEST is fine for its original<br>
> purpose, which was to place persons with others at their same levels of<br>
> communication. Good measurement is the only way to prove anything. I often<br>
> rely on plain old gut instincts to figure how things are really going. I<br>
> know that's not very scientific.<br>
><br>
> Cheers, Ted<br>
> <a href="http://www.tedklein-ESL.com">www.tedklein-ESL.com</a><br>
><br>
><br>
> ----- Original Message -----<br>
> From: "JoAnn (Jodi) Crandall" <<a
href="mailto:crandall@umbc.edu">crandall@umbc.edu</a>><br>
> To: "The Assessment Discussion List" <<a
href="mailto:assessment@nifl.gov">assessment@nifl.gov</a>><br>
> Sent: Wednesday, February 06, 2008 2:05 PM<br>
> Subject: [Assessment 1138] Re: Observation checklist<br>
><br>
><br>
> Hi, Ted. Glad to make contact again.<br>
><br>
> I definitely agree that smaller classes are more likely to bring learner<br>
> gains, especially in language, since students will have more opportunity<br>
> to speak when there are fewer students. I didn't know about the DLI<br>
> policy, but it is a good one. The problem with adult ESL classes, I
fear,<br>
> is that there is such limited money available that programs would find it<br>
> difficult to keep class size to these numbers.<br>
><br>
> Has anyone tried to reduce class size and chart the learning gains?
If<br>
> so, please share with us all. It might be that this would be a good<br>
> investment. If students in smaller classes make faster gains, then
there<br>
> would be more spaces available as these students transitioned to other<br>
> classes or the workforce.<br>
><br>
> Jodi<br>
><br>
> Hi Jodi,<br>
>><br>
>> Greetings from Lake Travis in Texas. We met a couple of times in the<br>
>> past,<br>
>> I think at least once when you visited the Defense Language Institute<br>
>> English Language Center in San Antonio and at TESOL. The reason I<br>
>> mention<br>
>> DLI is that it represents a language program with little leeway to
fail.<br>
>> I<br>
>> spent 20 years from 1968-1988 with them. Their mission was/is to train<br>
>> allied and friendly military personnel worldwide in general and<br>
>> specialized English. Most students start ESL in their home countries<br>
>> with<br>
>> DLIELC personnel advising, and in some cases teaching, in these
overseas<br>
>> military language centers. It may still be the largest language
program<br>
>> in<br>
>> the world. Students after reaching certain levels go to Lackland Air<br>
>> Force<br>
>> Base in San Antonio, complete their general English, usually go
through<br>
>> specialized terminology and then on to whatever training their country<br>
>> needs with the U.S. military. Students have run the full gamut from<br>
>> recruits and NCO's up to generals and admirals. This is a very tightly<br>
>> organized "well-packaged" language program with predictable
training<br>
>> times<br>
>> and results.<br>
>><br>
>> Here's why I bring you this background. The rule of thumb while I was
at<br>
>> at DLI on class sizes was 8 students optimum and 10 maximum. This was<br>
>> rarely broken. However, once in a while a higher headquarters' bean<br>
>> counter would calculate that if a mere two or three students could be<br>
>> added to a class, voila, look at the money we would save! This money<br>
>> came<br>
>> both from foreign governments and Uncle Sam. DLI would argue and then<br>
>> try<br>
>> it, I believe several times over the years. However, in an
organization<br>
>> that has a very effective testing system; both achievement and<br>
>> proficiency, it was soon noticed that the scores were going down, just<br>
>> enough so that they could prove that no money was being saved on
teacher<br>
>> salaries and other expenses. I spent three years with the Royal Thai<br>
>> Navy<br>
>> for DLI as language training advisor and remember having to twist arms<br>
>> with the RTN Navy Education Department with the same problem. They<br>
>> wanted<br>
>> 15 in a class.<br>
>><br>
>> Here's what I suggest. I accept these numbers and know during my last<br>
>> eight years of teaching adult immigrants that my best classes have<br>
>> consistently been smaller. My students average around 9-11. If an<br>
>> organization is stuck with a low budget, make the hours of training
per<br>
>> week lower, but keep the class sizes within 10 or so students. Fewer<br>
>> hours<br>
>> of really effective training are certainly better than large classes<br>
>> where<br>
>> the student attention level and collegiality are reduced. I remember<br>
>> Mary<br>
>> Finocchiaro saying years ago that she didn't care how many students
were<br>
>> in her classroom, she would teach them! Unfortunately, most of us just<br>
>> aren't THAT dynamic.<br>
>><br>
>> Cheers, Ted<br>
>> <a href="http://www.tedklein-ESL.com">www.tedklein-ESL.com</a><br>
>><br>
>><br>
>><br>
>> ----- Original Message -----<br>
>> From: "JoAnn (Jodi) Crandall" <<a
href="mailto:crandall@umbc.edu">crandall@umbc.edu</a>><br>
>> To: "The Assessment Discussion List" <<a
href="mailto:assessment@nifl.gov">assessment@nifl.gov</a>><br>
>> Sent: Tuesday, February 05, 2008 9:23 PM<br>
>> Subject: [Assessment 1125] Re: Observation checklist<br>
>><br>
>><br>
>> Usha,<br>
>><br>
>> I'm not sure where Ted came up with that number. Ted, is it your<br>
>> experience that with more than 10 students, learning decreases?
If so,<br>
>> how do you fund that number? I think a lot of people would be<br>
>> interested<br>
>> in ways to decrease class size.<br>
>><br>
>> It's more typical to have larger classes because of the funding<br>
>> constraints you talk about. With more students, it becomes more<br>
>> important<br>
>> to involve them in activities in which all get to participate, which<br>
>> means<br>
>> less teacher talk and more student interaction. But even small
classes<br>
>> need that.<br>
>><br>
>> What do others feel about the "ideal class size"?<br>
>><br>
>> You have also identified some of the major reasons adults drop out of<br>
>> classes (or opt out, only to return at a later date). Do any of
you<br>
>> keep<br>
>> records of your students that would identify those who do
return? Do<br>
>> you<br>
>> have any idea of whether they have tried to continue learning English<br>
>> outside of the classroom and how they did this? I don't know of
any<br>
>> research about adult English Language Learners in this area, but there<br>
>> is<br>
>> an ongoing study by Stephen Reder and others at Portland State<br>
>> University<br>
>> following adult literacy level students for several years. They
have<br>
>> identified some ways in which adults continue learning outside of the<br>
>> classroom and also that some of these learners come back to classes<br>
>> after<br>
>> being out of them for some time.<br>
>><br>
>> Providing support services is always a challenge. Have any of
you been<br>
>> able to partner with other organizations to reduce the cost of these<br>
>> services to your program? What kinds of partnerships have
been most<br>
>> effective? If you teach in a community college, have your students had<br>
>> access to the various support services provided to other students?<br>
>><br>
>> Several of you have talked about the differences in progress made by<br>
>> students with more advanced education and those who are at literacy<br>
>> level.<br>
>> Because literacy level students take longer in making progress,
most<br>
>> programs provide separate classes for literacy level students and<br>
>> literate<br>
>> beginners. Those learners with limited formal schooling and
literacy<br>
>> will<br>
>> need more time to make progress. I'm going to ask Forrest to talk
about<br>
>> what he and Steve Spurling and Sharon Seymour found out about<br>
>> persistence<br>
>> of literacy level students and their learning gains.<br>
>><br>
>> Students with advanced education in their own language may be able to<br>
>> have<br>
>> a condensed program since they are already experienced as students and<br>
>> often have high motivation to get through English so that they can
take<br>
>> courses related to their previous or future career. City College
of San<br>
>> Francisco offers an "accelerated course" in which 2
semesters worth of<br>
>> work is taught during one. Do any of your programs offer something
along<br>
>> these lines?<br>
>><br>
>> Jodi<br>
>><br>
>><br>
>>> I have not been a part of this discussion and I really liked the
tool<br>
>>> that<br>
>>> Ted has shared with us. However, I have question and I hope
that it<br>
>>> is<br>
>>> not<br>
>>> something that has already been asked and answered.<br>
>>><br>
>>> The first item on Tedıs list is a little confusing. In most
of our ESL<br>
>>> classes we enroll more than 10 students because of fiscal
constraints<br>
>>> and<br>
>>> the need for ESL in the community. So is it a negative or a
positive<br>
>>> to<br>
>>> have fewer than 10 students in a class? In our case, we
expect to see<br>
>>> more<br>
>>> than 10 students in a class and for the teacher to sustain the
numbers.<br>
>>><br>
>>> As for the achievement gap, it is huge issue in all literacy
programs<br>
>>> because of many socio-economic factors.<br>
>>><br>
>>> In our area, part of the Bay Area, the boom in the housing market
(in<br>
>>> past<br>
>>> several years) and high rents made it difficult for people to stay
in<br>
>>> one<br>
>>> neighborhood. Therefore they constantly move (this is seen more in<br>
>>> people<br>
>>> who do not have high levels of education from their native
country).<br>
>>><br>
>>> People with a certain level of education (college degrees from
their<br>
>>> countries are more likely to find stable jobs and have some kind
of<br>
>>> community support). Most other people hold two or more jobs,
go in and<br>
>>> out<br>
>>> of classes, change schedules, and finally drop out because of
various<br>
>>> constraints. More than likely, they lack study skills and
have no time<br>
>>> to<br>
>>> practice.<br>
>>><br>
>>> The achievement gap stems not only from the differences in
educational<br>
>>> levels of immigrants, but also due the huge difference in the<br>
>>> availability<br>
>>> of community resources.<br>
>>><br>
>>> Usha Narayanan<br>
>>> Sunnyvale-Cupertino Adult Education<br>
>>> California<br>
>>> 408-522-2737<br>
>>><br>
>>><br>
>>> On 2/5/08 1:00 PM, "Ted Klein" <<a
href="mailto:taklein@austin.rr.com">taklein@austin.rr.com</a>> wrote:<br>
>>><br>
>>>> Marie,<br>
>>>><br>
>>>> I did this list years ago based on literally decades in and
out of the<br>
>>>> U.S.A.<br>
>>>> teaching, training teachers, supervising, coordinating, etc.
in ESL.<br>
>>>> It<br>
>>>> is<br>
>>>> based on what seems to work or not work. I'm proud to say that
I'm<br>
>>>> back<br>
>>>> in the<br>
>>>> ESL trenches after, among other things, twenty years with the
Defense<br>
>>>> Language<br>
>>>> Institute English Language Center. I've been teaching
immigrants part<br>
>>>> time for<br>
>>>> the last eight years for the Adult Education Department at
Austin<br>
>>>> Community<br>
>>>> College. Getting back in the trenches has reminded me of what
language<br>
>>>> teaching is all about. I feel sorry for anybody who has to
work at a<br>
>>>> higher<br>
>>>> level, because that's really not as much fun! I truly hope
that I<br>
>>>> apply<br>
>>>> everything on my list daily and don't fall into any of the
"easy<br>
>>>> traps."<br>
>>>> I<br>
>>>> have distributed this list over the years to anybody who
seemed<br>
>>>> interested and<br>
>>>> it is published on my website at<br>
>>>> <a href="http://www.tedklein-esl.com/ESL/20questions.html">http://www.tedklein-esl.com/ESL/20questions.html</a>
Feel absolutely free<br>
>>>> to use<br>
>>>> it in any way that will make life easier for students. Thank
you very<br>
>>>> much for<br>
>>>> the input. Questions are welcome.<br>
>>>><br>
>>>> Cheers, Ted<br>
>>>><br>
>>>> Theodore A. (Ted)
Klein, Jr.<br>
>>>> Independent Consultant in Language<br>
>>>> and
Intercultural Training<br>
>>>>
14456 Agarita Road<br>
>>>>
Austin, Texas 78734-2009<br>
>>>>
Phone:512-266-1801<br>
>>>>
<a href="mailto:taklein@austin.rr.com">taklein@austin.rr.com</a> <<a
href="mailto:taklein@austin.rr.com">mailto:taklein@austin.rr.com</a>><br>
>>>>
<a href="http://www.tedklein-ESL.com">www.tedklein-ESL.com</a> <<a
href="http://www.tedklein-esl.com/">http://www.tedklein-ESL.com</a>><br>
>>>><br>
>>>><br>
>>>> ----- Original Message -----<br>
>>>>><br>
>>>>> From: Marie Cora <<a
href="mailto:marie.cora@hotspurpartners.com">mailto:marie.cora@hotspurpartners.com</a>><br>
>>>>><br>
>>>>> To: <a href="mailto:Assessment@nifl.gov">Assessment@nifl.gov</a><br>
>>>>><br>
>>>>> Sent: Tuesday, February 05, 2008 1:42 PM<br>
>>>>><br>
>>>>> Subject: [Assessment 1110] Re: Observation checklist<br>
>>>>><br>
>>>>><br>
>>>>><br>
>>>>><br>
>>>>> Hi Ted,<br>
>>>>><br>
>>>>><br>
>>>>><br>
>>>>> Thanks for this. This is a great list - did
you generate it<br>
>>>>> yourself?<br>
>>>>><br>
>>>>><br>
>>>>><br>
>>>>> I guess I have a bunch of questions for you about
it:<br>
>>>>><br>
>>>>><br>
>>>>><br>
>>>>> How do you use it? As a general guide, or do
you deliberately try<br>
>>>>> to<br>
>>>>> address each item? Are you the only one who
uses this, or do others<br>
>>>>> you<br>
>>>>> work with?<br>
>>>>><br>
>>>>><br>
>>>>><br>
>>>>> Do you find that if you adhere to these principles,
that the<br>
>>>>> students<br>
>>>>> advance?<br>
>>>>><br>
>>>>><br>
>>>>><br>
>>>>> Marie<br>
>>>>><br>
>>>>><br>
>>>>><br>
>>>>><br>
>>>>><br>
>>>>><br>
>>>>><br>
>>>>>><br>
>>>>>><br>
>>>>>> -----Original Message-----<br>
>>>>>> From: <a
href="mailto:assessment-bounces@nifl.gov">assessment-bounces@nifl.gov</a><br>
>>>>>> [<a href="mailto:assessment-bounces@nifl.gov">mailto:assessment-bounces@nifl.gov</a>]
On<br>
>>>>>> Behalf Of Ted Klein<br>
>>>>>> Sent: Monday, February 04, 2008 9:49 PM<br>
>>>>>> To: The Assessment Discussion List<br>
>>>>>> Subject: [Assessment 1105] Re: No Questions or
Comments?!<br>
>>>>>><br>
>>>>>><br>
>>>>>> Marie,<br>
>>>>>><br>
>>>>>><br>
>>>>>><br>
>>>>>> In the long run, this may be all that I know.<br>
>>>>>><br>
>>>>>><br>
>>>>>><br>
>>>>>> Ted<br>
>>>>>><br>
>>>>>> <a href="http://www.tedklein-ESL.com">www.tedklein-ESL.com</a>
<<a href="http://www.tedklein-esl.com/">http://www.tedklein-ESL.com</a>><br>
>>>>>><br>
>>>>>><br>
>>>>>><br>
>>>>>><br>
>>>>>><br>
>>>>>><br>
>>>>>><br>
>>>>>> 20 Questions: LANGUAGE CLASS OBSERVATION
CHECKLIST YES<br>
>>>>>> NO<br>
>>>>>><br>
>>>>>><br>
>>>>>><br>
>>>>>> 1. Were there 10 or fewer students in the class?<br>
>>>>>><br>
>>>>>><br>
>>>>>><br>
>>>>>> 2. Was the classroom comfortable in terms of<br>
>>>>>><br>
>>>>>> environment and learning
atmosphere?<br>
>>>>>><br>
>>>>>><br>
>>>>>><br>
>>>>>> 3. Did the instructor have a pleasant and<br>
>>>>>><br>
>>>>>> supportive personality?<br>
>>>>>><br>
>>>>>><br>
>>>>>><br>
>>>>>> 4. Were the lessons communication centered,<br>
>>>>>><br>
>>>>>> rather than informational,
most of the time?<br>
>>>>>><br>
>>>>>><br>
>>>>>><br>
>>>>>> 5. Was the instructor a native-speaker or<br>
>>>>>><br>
>>>>>> near native-speaker of the
target language?<br>
>>>>>><br>
>>>>>><br>
>>>>>><br>
>>>>>> 6. Was the target language used as a medium<br>
>>>>>><br>
>>>>>> of instruction all or most of
the time?<br>
>>>>>><br>
>>>>>><br>
>>>>>><br>
>>>>>> 7. Did the students do most of the
communication,<br>
>>>>>><br>
>>>>>> rather than the instructor?<br>
>>>>>><br>
>>>>>><br>
>>>>>><br>
>>>>>> 8. Did the instructor maintain control of the
class<br>
>>>>>><br>
>>>>>> in a non-threatening manner?<br>
>>>>>><br>
>>>>>><br>
>>>>>><br>
>>>>>> 9. Did members of the class seem
compatible with each<br>
>>>>>><br>
>>>>>> other and the instructor?<br>
>>>>>><br>
>>>>>><br>
>>>>>><br>
>>>>>> 10. Did the students seem closely matched in
their<br>
>>>>>><br>
>>>>>> target language
proficiency?<br>
>>>>>><br>
>>>>>><br>
>>>>>><br>
>>>>>> 11. Did all of the students participate?<br>
>>>>>><br>
>>>>>><br>
>>>>>><br>
>>>>>> 12. Were students enthusiastic?<br>
>>>>>><br>
>>>>>><br>
>>>>>><br>
>>>>>> 13. Did the instructor use a variety of
techniques<br>
>>>>>><br>
>>>>>> to elicit communication
activities?<br>
>>>>>><br>
>>>>>><br>
>>>>>><br>
>>>>>> 14. Did the instructor assist students, rather<br>
>>>>>><br>
>>>>>> than push them?<br>
>>>>>><br>
>>>>>><br>
>>>>>><br>
>>>>>> 15. Did the instructor use normal, rather than<br>
>>>>>><br>
>>>>>> exaggerated speech?<br>
>>>>>><br>
>>>>>><br>
>>>>>><br>
>>>>>> 16. Were training aids used to enhance or
reinforce<br>
>>>>>><br>
>>>>>> results?<br>
>>>>>><br>
>>>>>><br>
>>>>>><br>
>>>>>> 17. Were new learning objectives reinforced
adequately?<br>
>>>>>><br>
>>>>>><br>
>>>>>><br>
>>>>>> 18. Was correction applied moderately and
positively<br>
>>>>>><br>
>>>>>> so that it wouldn't
inhibit communication?<br>
>>>>>><br>
>>>>>><br>
>>>>>><br>
>>>>>> 19. Was there a balance of language skills
(listening,<br>
>>>>>><br>
>>>>>> speaking, reading and
writing?)<br>
>>>>>><br>
>>>>>><br>
>>>>>><br>
>>>>>> 20. Were students dealt with appropriately for
their<br>
>>>>>><br>
>>>>>> ages? (e.g. adults
treated like adults).<br>
>>>>>><br>
>>>>>><br>
>>>>>><br>
>>>>>><br>
>>>>>><br>
>>>>>> ---- Original Message -----<br>
>>>>>><br>
>>>>>>><br>
>>>>>>> From: Marie Cora <<a
href="mailto:marie.cora@hotspurpartners.com">mailto:marie.cora@hotspurpartners.com</a>><br>
>>>>>>><br>
>>>>>>> To: <a href="mailto:Assessment@nifl.gov">Assessment@nifl.gov</a><br>
>>>>>>><br>
>>>>>>> Sent: Monday, February 04, 2008 5:50 PM<br>
>>>>>>><br>
>>>>>>> Subject: [Assessment 1103] No Questions or
Comments?!<br>
>>>>>>><br>
>>>>>>><br>
>>>>>>><br>
>>>>>>><br>
>>>>>>><br>
>>>>>>> Hello everyone,<br>
>>>>>>><br>
>>>>>>><br>
>>>>>>><br>
>>>>>>> Iım so surprised! No one has anything to
comment on regarding<br>
>>>>>>> your<br>
>>>>>>> programıs effectiveness at helping ESL
students advance?? I was<br>
>>>>>>> very<br>
>>>>>>> curious to know if subscribers experience
the same types of issues<br>
>>>>>>> that<br>
>>>>>>> Dr. Chisman and Dr. Crandall found in their
research: a lack of<br>
>>>>>>> intensity<br>
>>>>>>> of instruction/few protocols for
transitioning students/few<br>
>>>>>>> opportunities<br>
>>>>>>> for professional development.<br>
>>>>>>><br>
>>>>>>><br>
>>>>>>><br>
>>>>>>> What are the issues in your program that you
feel inhibit the ESL<br>
>>>>>>> student<br>
>>>>>>> from advancing? What do you try to do
about that?<br>
>>>>>>><br>
>>>>>>><br>
>>>>>>><br>
>>>>>>> Please post your questions and comments now.<br>
>>>>>>><br>
>>>>>>><br>
>>>>>>><br>
>>>>>>> Thanks!<br>
>>>>>>><br>
>>>>>>><br>
>>>>>>><br>
>>>>>>> Marie Cora<br>
>>>>>>><br>
>>>>>>> Assessment Discussion List Moderator<br>
>>>>>>><br>
>>>>>>><br>
>>>>>>><br>
>>>>>>><br>
>>>>>>><br>
>>>>>>><br>
>>>>>>><br>
>>>>>>> Marie Cora<br>
>>>>>>><br>
>>>>>>> <a href="mailto:marie.cora@hotspurpartners.com">marie.cora@hotspurpartners.com</a><br>
>>>>>>> <<a href="mailto:marie.cora@hotspurpartners.com">mailto:marie.cora@hotspurpartners.com</a>><br>
>>>>>>><br>
>>>>>>> NIFL Assessment Discussion List Moderator<br>
>>>>>>><br>
>>>>>>> <a
href="http://www.nifl.gov/mailman/listinfo/assessment">http://www.nifl.gov/mailman/listinfo/assessment</a><br>
>>>>>>><br>
>>>>>>><br>
>>>>>>><br>
>>>>>>><br>
>>>>>>><br>
>>>>>>><br>
>>>>>>><br>
>>>>>>><br>
>>>>>>><br>
>>>>>>> -------------------------------<br>
>>>>>>> National Institute for Literacy<br>
>>>>>>> Assessment mailing list<br>
>>>>>>> <a href="mailto:Assessment@nifl.gov">Assessment@nifl.gov</a><br>
>>>>>>> To unsubscribe or change your subscription
settings, please go to<br>
>>>>>>> <a
href="http://www.nifl.gov/mailman/listinfo/assessment">http://www.nifl.gov/mailman/listinfo/assessment</a><br>
>>>>>>> Email delivered to <a
href="mailto:taklein@austin.rr.com">taklein@austin.rr.com</a><br>
>>>>><br>
>>>>><br>
>>>>><br>
>>>>><br>
>>>>><br>
>>>>><br>
>>>>> -------------------------------<br>
>>>>> National Institute for Literacy<br>
>>>>> Assessment mailing list<br>
>>>>> <a href="mailto:Assessment@nifl.gov">Assessment@nifl.gov</a><br>
>>>>> To unsubscribe or change your subscription settings,
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>>>>> <a href="http://www.nifl.gov/mailman/listinfo/assessment">http://www.nifl.gov/mailman/listinfo/assessment</a><br>
>>>>> Email delivered to <a
href="mailto:taklein@austin.rr.com">taklein@austin.rr.com</a><br>
>>>><br>
>>>><br>
>>>> -------------------------------<br>
>>>> National Institute for Literacy<br>
>>>> Assessment mailing list<br>
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>>>> To unsubscribe or change your subscription settings, please go
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>>>> Email delivered to <a href="mailto:usha_narayanan@fuhsd.org">usha_narayanan@fuhsd.org</a><br>
>>><br>
>>><br>
>>><br>
>>> Scanned by Barracuda Spam Firewall<br>
>>> -------------------------------<br>
>>> National Institute for Literacy<br>
>>> Assessment mailing list<br>
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>>> To unsubscribe or change your subscription settings, please go to<br>
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>>> Email delivered to <a href="mailto:crandall@umbc.edu">crandall@umbc.edu</a><br>
>>><br>
>><br>
>><br>
>> --<br>
>> JoAnn (Jodi) Crandall<br>
>> Professor, Education Department<br>
>> Director, Ph.D. Program in Language, Literacy & Culture<br>
>> Coordinator, Peace Corps Master's International Program in<br>
>> ESOL/Bilingual<br>
>> Education<br>
>> University of Maryland, Baltimore County (UMBC)<br>
>> 1000 Hilltop Circle, Baltimore, MD 21250<br>
>> ph: 410-455-2313/2376 fax:
410-455-8947/1880<br>
>> email: <a href="mailto:crandall@umbc.edu">crandall@umbc.edu</a><br>
>> <a href="http://www.umbc.edu/llc/">www.umbc.edu/llc/</a><br>
>> <a href="http://www.umbc.edu/esol/">www.umbc.edu/esol/</a><br>
>> <a href="http://www.umbc.edu/esol/peacecorps.html">www.umbc.edu/esol/peacecorps.html</a><br>
>><br>
>><br>
>><br>
>> -------------------------------<br>
>> National Institute for Literacy<br>
>> Assessment mailing list<br>
>> <a href="mailto:Assessment@nifl.gov">Assessment@nifl.gov</a><br>
>> To unsubscribe or change your subscription settings, please go to<br>
>> <a href="http://www.nifl.gov/mailman/listinfo/assessment">http://www.nifl.gov/mailman/listinfo/assessment</a><br>
>> Email delivered to <a
href="mailto:taklein@austin.rr.com-------------------------------">taklein@austin.rr.com-------------------------------</a><br>
>> National Institute for Literacy<br>
>> Assessment mailing list<br>
>> <a href="mailto:Assessment@nifl.gov">Assessment@nifl.gov</a><br>
>> To unsubscribe or change your subscription settings, please go to<br>
>> <a href="http://www.nifl.gov/mailman/listinfo/assessment">http://www.nifl.gov/mailman/listinfo/assessment</a><br>
>> Email delivered to <a href="mailto:crandall@umbc.edu">crandall@umbc.edu</a><br>
>><br>
><br>
><br>
> --<br>
> JoAnn (Jodi) Crandall<br>
> Professor, Education Department<br>
> Director, Ph.D. Program in Language, Literacy & Culture<br>
> Coordinator, Peace Corps Master's International Program in ESOL/Bilingual<br>
> Education<br>
> University of Maryland, Baltimore County (UMBC)<br>
> 1000 Hilltop Circle, Baltimore, MD 21250<br>
> ph: 410-455-2313/2376 fax:
410-455-8947/1880<br>
> email: <a href="mailto:crandall@umbc.edu">crandall@umbc.edu</a><br>
> <a href="http://www.umbc.edu/llc/">www.umbc.edu/llc/</a><br>
> <a href="http://www.umbc.edu/esol/">www.umbc.edu/esol/</a><br>
> <a href="http://www.umbc.edu/esol/peacecorps.html">www.umbc.edu/esol/peacecorps.html</a><br>
><br>
><br>
><br>
> -------------------------------<br>
> National Institute for Literacy<br>
> Assessment mailing list<br>
> <a href="mailto:Assessment@nifl.gov">Assessment@nifl.gov</a><br>
> To unsubscribe or change your subscription settings, please go to<br>
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> Email delivered to <a
href="mailto:taklein@austin.rr.com-------------------------------">taklein@austin.rr.com-------------------------------</a><br>
> National Institute for Literacy<br>
> Assessment mailing list<br>
> <a href="mailto:Assessment@nifl.gov">Assessment@nifl.gov</a><br>
> To unsubscribe or change your subscription settings, please go to<br>
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> Email delivered to <a href="mailto:crandall@umbc.edu">crandall@umbc.edu</a><br>
><br>
<br>
<br>
--<br>
JoAnn (Jodi) Crandall<br>
Professor, Education Department<br>
Director, Ph.D. Program in Language, Literacy & Culture<br>
Coordinator, Peace Corps Master's International Program in ESOL/Bilingual<br>
Education<br>
University of Maryland, Baltimore County (UMBC)<br>
1000 Hilltop Circle, Baltimore, MD 21250<br>
ph: 410-455-2313/2376 fax:
410-455-8947/1880<br>
email: <a href="mailto:crandall@umbc.edu">crandall@umbc.edu</a><br>
www.umbc.edu/llc/<br>
www.umbc.edu/esol/<br>
www.umbc.edu/esol/peacecorps.html<br>
<br>
<br>
<br>
-------------------------------<br>
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