Return-Path: <nifl-4eff@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id g68GqaX21074; Mon, 8 Jul 2002 12:52:36 -0400 (EDT) Date: Mon, 8 Jul 2002 12:52:36 -0400 (EDT) Message-Id: <002c01c226a1$76a1caa0$0b00a8c0@cbnn.net> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-4eff@literacy.nifl.gov Originator: nifl-4eff@literacy.nifl.gov Sender: nifl-4eff@literacy.nifl.gov Precedence: bulk From: "Joan Allen" <joana@cbnn.net> To: Multiple recipients of list <nifl-4eff@literacy.nifl.gov> Subject: [NIFL-4EFF:2195] Re: evaluting with cops X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Microsoft Outlook Express 6.00.2600.0000 Content-Transfer-Encoding: 7bit Content-Type: text/plain; Status: O Content-Length: 2605 Lines: 57 One of the great things about the components of performance is their ability to reach any learning situation whatever "the purpose and context of the activity" as you already said. They take learning "out of the box" and we are able to apply them to making action steps and evaluating no matter what the context. I think that as the continua for the standards are ready and released for piloting and then for general use, we will see the whole picture fit together with the components as our guiding perameters, so indeed we will be all measuring and evaluating according to standards. Joani Allen ----- Original Message ----- From: "Mary Schneckenburger" <Mary_Schneckenburger@umit.maine.edu> To: "Multiple recipients of list" <nifl-4eff@literacy.nifl.gov> Sent: Sunday, July 07, 2002 1:42 PM Subject: [NIFL-4EFF:2194] evaluting with cops > > I have a question about the relationship between components of performance of standards to both action steps and criteria for evaluation upon completion. I have written and assisted others to write goal plans where an EFF standard was chosen and the > components of performance were used to suggest some of the necessary action steps required to reach the goal. I am thinking about how the components of performance of a standard can be used as checkpoints for what one does and also be used for > evaluating or setting a value on the performance quality at the end. > > Part of being able to evaluate the effectiveness of a performance or product is having a statement of what quality looks like for the particular situation. I have looked over the standards with their components and it seems that what quality looks > like would depend on the purpose and context for the activity in each individual case. Considering the Convey Ideas in Writing Standard, a quality business letter would look different from a quality handout or a quality research paper. > > The performance tasks based on EFF standards include the ways the task requires the performer to use each of the components of performance. How do the components play into final evaluation? When I look at evaluations based on knowledge base, fluency > and independence I can't see the components anymore. Are they still in there? > > It seems like a standard is something you evaluate to. How do people think the EFF standards work that way? > > > Mary Schneckenburger > > Staff Development Specialist > Center for Adult Learning & Literacy > 5766 Shibles Hall > University of Maine > Orono, ME 04469-5766 > 207 581 2498 ext. 19 (office) > 207 268 4013 (home) > mary.schneckenburger@umit.maine.edu
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