At many companies, we give both types of tests -  a job-related
assessment, and a standardized test which the state requires (whether it
is relevant to that student's success on the job or not).  
 
Mona
 
Mona Baker, Coordinator
Workplace Basic Skills
phone:   704 330 4554
fax:        704 330 4420
 
 
 
 
 
 
 
 
 

________________________________

From: workplace-bounces at nifl.gov [mailto:workplace-bounces at nifl.gov] On
Behalf Of Brian, Dr Donna J G
Sent: Wednesday, September 20, 2006 11:50 AM
To: Workplace Literacy Discussion List
Subject: [Workplace 429] FW: [EnglishLanguage 678] Re: Curriculum,
materials,ASSESSMENT


ELL/Workplace cross post

________________________________

From: englishlanguage-bounces at nifl.gov
[mailto:englishlanguage-bounces at nifl.gov] On Behalf Of
Heehee0617 at aol.com
Sent: Wednesday, September 20, 2006 11:41 AM
To: englishlanguage at nifl.gov
Subject: [EnglishLanguage 678] Re: Curriculum, materials, ASSESSMENT


I agree with you Janet.  I question how a standardized test can measure
specific content related gains, particularly when these gains are
expected to develop in a relatively short course of time.  My time with
my students is two hours a day, four days a week, for two and one-half
months.  If they pass the course, I wonder how much I truly prepared
them for their next transition.  Did they process some skills?  Did they
learn?  That's why I try to differentiate my assessments, but I find
many of my ESL adults to be very test-oriented.  They believe numbers
and grades determine how well they are learning.
 
Alison 
 
Knowledge is the seed that exists in all of us.
It is up to us to cultivate that seed.
There is no such thing as a stupid seed.
Just as there is no such thing as a stupid person.
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