Return-Path: <nifl-assessment@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id g9IFTZX21430; Fri, 18 Oct 2002 11:29:36 -0400 (EDT) Date: Fri, 18 Oct 2002 11:29:36 -0400 (EDT) Message-Id: <B24038C0D3E160419E320030D92C22DEC0D778@hobbes.cal.org> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-assessment@literacy.nifl.gov Originator: nifl-assessment@literacy.nifl.gov Sender: nifl-assessment@literacy.nifl.gov Precedence: bulk From: "Carol Van Duzer" <carol@cal.org> To: Multiple recipients of list <nifl-assessment@literacy.nifl.gov> Subject: [NIFL-ASSESSMENT:218] RE: Level 3 SPL X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 8bit Content-Type: text/plain; Status: O Content-Length: 3201 Lines: 91 Anyone with questions or comments about the BEST can forward them to me at the following address: carol@cal.org Carol H. Van Duzer National Center for ESL Literacy Education Center for Applied Linguistics 202-362-0700 carol@cal.org visit our website at www.cal.org/ncle -----Original Message----- From: Kevin O'Connor [mailto:koconnor@framingham.k12.ma.us] Sent: Thursday, October 17, 2002 3:12 PM To: Multiple recipients of list Subject: [NIFL-ASSESSMENT:215] RE: Level 3 SPL Hell, Carol. I work with a large Massachusetts ESL program and we have quite a few BEST test revision suggestions, based on our program's concerns about validity. Who could I forward them to? Kevin O'Connor ESL Teacher and Assessment Specialist Framingham Adult ESL 508-626-4282 koconnor@framingham.k12.ma.us -----Original Message----- From: Carol Van Duzer [mailto:carol@cal.org] Sent: Thursday, October 17, 2002 2:02 PM To: Multiple recipients of list Subject: [NIFL-ASSESSMENT:214] RE: Level 3 SPL Hi Cheryl, Part of the problem is that the BEST Oral interview assesses oral skills and the REEP writing rubric assesses writing skills. For most learners, speaking and listening skills do not develop at the same pace--perhaps one is used (or needed immediately) more than the other or instruction focusses on the most needed language skill. Placement should reflect what is happening instructionally so learners are placed in levels that best meet their needs (and proficiency). It frequently happens that learners have high speaking skills, but lower writing skills. What did you use for exiting learners from your Level 3 before you began using these assessments? I assume that would still be valid. Then what you want to do is increase writing skills so that the learners can advance on the REEP writing rubric to meet the state's NRS requirements.Perhaps a stronger writing component will need to be added to the Level 3 curriculum. Carol Carol H. Van Duzer National Center for ESL Literacy Education Center for Applied Linguistics 202-362-0700 carol@cal.org visit our website at www.cal.org/ncle -----Original Message----- From: Cheryl Pyburn [mailto:cpyburn7@yahoo.com] Sent: Wednesday, October 16, 2002 2:52 PM To: Multiple recipients of list Subject: [NIFL-ASSESSMENT:209] Level 3 SPL Hi everyone. I have a question about ESOL levels with regards to the REEP and BEST tests...I'll explain... We're having some trouble at our learning center trying to decide where our ESOL level 3 class should end. We have just started using the REEP, and we're running into the problem of level 3 students who have an SPL 7 (BEST oral), but their REEP score is quite low: 2 or 3. When would this student move on? At what point does a student 'finish'? Right now we have 3 ESOL levels. Level 1 is SPL 0-3; Level 2 is SPL 4-5; Level 3 is SPL 6+; however, with the REEP assessment, it seems that students could end up being in level 3 forever. Any thoughts? Suggestions? What do other learning centers do? Thank you. ===== Cheryl Pyburn Operation Bootstrap __________________________________________________ Do you Yahoo!? Faith Hill - Exclusive Performances, Videos & More http://faith.yahoo.com
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