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 g35HL8u24524; Fri, 5 Apr 2002 12:21:08 -0500 (EST) Date: Fri, 5 Apr 2002 12:21:08 -0500 (EST) Message-Id: <5DCA49BDD2B0D41186CE00508B6BEBD00B725120@wdcrobexc01.ed.gov> 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: "Spacone, Ronna (Contractor)" <Ronna.Spacone@ed.gov> To: Multiple recipients of list <nifl-4eff@literacy.nifl.gov> Subject: [NIFL-4EFF:2107] RE: EFF Tasks and Activities X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Type: multipart/alternative; X-Mailer: Internet Mail Service (5.5.2655.55) Status: O Content-Length: 8158 Lines: 175 This message is in MIME format. Since your mail reader does not understand this format, some or all of this message may not be legible. ------_=_NextPart_001_01C1DCC5.CBAF83F0 Content-Type: text/plain; charset="iso-8859-1" On 3/24, Jenny Ransone wrote, "In the article entitled, 'EFF in a Family Literacy Literacy Classroom' the term task is used several times. How does EFF describe a task? How is it different from an activity?" ..Catherine Lund (KT), the teacher whose classroom is featured in this article wrote, "In October, I began participating in EFF field research, which showed me more ways to teach multi-level [classes]. From the beginning I have seen my beginners pushing themselves to their limits. The EFF tasks are challenging for my students at their various levels. The EFF material is also more steeped in real-life situations than other material I used in the past. Now I prepare my lessons with the standards in mind and don't just stumble onto a real-life task. The tasks have more meaning for my students at all levels, and I see almost all of my students benefiting." As a teacher researcher participating in the EFF field research, KT is responsible for creating performance tasks to document performance of the standards (in this case, Speak So That Others Can Understand). An EFF performance task represents one instance of meaningful real-world use of the targeted skill for students in their classes. An EFF performance task incorporates all the components of performance for the targeted standard (the bulleted process points). An EFF performance task also provides opportunities for development of all four dimensions of performance (knowledge base, independence, fluency and range). The dimensions of performance guide KT and fellow EFF teacher researchers' in writing descriptions of student performance. Their documentation is contributing to the EFF Assessment Consortium's long -term work to produce for each standard: a continuum of performance, level descriptors, assessment tasks and other assessment tools, i.e., the EFF Assessment Framework. I liked reading "EFF in a Family Literacy Classroom" because it describes what it looks like to use a standard; it provides an example of a class where participants used an EFF Standard for all of these purposes: 1.to design learning activities; 2.to observe and document evidence of the mastery of standards in the classroom; and 3.to collect evidence of transferring skills into real-life contexts. Jenny's posting about "EFF tasks" and "activities" motivated me to read this article again, more closely this time and to search through the NIFL-4EFF archives for more information. A number of messages in the NIFL-4EFF archives discuss the subject of EFF tasks, the development of the Assessment Framework and as we have read in KT's article - something about the implications for teaching. Let me recommend NIFL-4EFF messages 1509, 1597, 1691, and 1930. Check out #1691 as it also provides some insights on how a "task" is different from an "activity." In it, Peggy McGuire, EFF Assessment Coordinator, shares a teacher researcher's teaching activities that lead up to and include the performance task, which occurs toward the end of the scenario. The NIFL-4EFF archives are located at http://www.nifl.gov/lincs/discussions/nifl-4eff/equipped_for future.html and the 2002 Winter EFF Voice is available at http://www.nifl.gov/lincs/collections/eff/eff_publications.html. Ronna Ronna G. Spacone EFF Special Collection Coordinator Ronna.Spacone@ed.gov (202) 233-8767 ------_=_NextPart_001_01C1DCC5.CBAF83F0 Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable <!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 3.2//EN"> <HTML> <HEAD> <META HTTP-EQUIV=3D"Content-Type" CONTENT=3D"text/html; = charset=3Diso-8859-1"> <META NAME=3D"Generator" CONTENT=3D"MS Exchange Server version = 5.5.2654.45"> <TITLE>RE: EFF Tasks and Activities</TITLE> </HEAD> <BODY> <P><FONT SIZE=3D2>On 3/24, Jenny Ransone wrote, "In the article = entitled, 'EFF in a Family Literacy Literacy Classroom' the term task = is used several times. How does EFF describe a task? How is it = different from an activity?"</FONT></P> <P><FONT SIZE=3D2>...Catherine Lund (KT), the teacher whose classroom = is featured in this article wrote, "In October, I began participating = in EFF field research, which showed me more ways to teach multi-level = [classes]. From the beginning I have seen my beginners pushing = themselves to their limits. The EFF tasks are challenging for my = students at their various levels. The EFF material is also more = steeped in real-life situations than other material I used in the past. = Now I prepare my lessons with the standards in mind and don't just = stumble onto a real-life task. The tasks have more meaning for my = students at all levels, and I see almost all of my students = benefiting." </FONT></P> <P><FONT SIZE=3D2>As a teacher researcher participating in the EFF = field research, KT is responsible for creating performance tasks to = document performance of the standards (in this case, Speak So That = Others Can Understand). An EFF performance task represents one instance = of meaningful real-world use of the targeted skill for students in = their classes. An EFF performance task incorporates all the components = of performance for the targeted standard (the bulleted process points). = </FONT></P> <P><FONT SIZE=3D2> An EFF performance task also provides = opportunities for development of all four dimensions of performance = (knowledge base, independence, fluency and range). The dimensions of = performance guide KT and fellow EFF teacher researchers' in writing = descriptions of student performance. Their documentation is = contributing to the EFF Assessment Consortium's long -term work to = produce for each standard: a continuum of performance, level = descriptors, assessment tasks and other assessment tools, i.e., the EFF = Assessment Framework. </FONT></P> <P><FONT SIZE=3D2>I liked reading "EFF in a Family Literacy Classroom" = because it describes what it looks like to use a standard; it provides = an example of a class where participants used an EFF Standard for all = of these purposes: 1.to design learning activities; 2.to observe = and document evidence of the mastery of standards in the classroom; and = 3.to collect evidence of transferring skills into real-life = contexts. Jenny's posting about "EFF tasks" and = "activities" motivated me to read this article again, more closely this = time and to search through the NIFL-4EFF archives for more information. = </FONT></P> <P><FONT SIZE=3D2> </FONT> <BR><FONT SIZE=3D2>A number of messages in the NIFL-4EFF archives = discuss the subject of EFF tasks, the development of the Assessment = Framework and as we have read in KT's article - something about the = implications for teaching. Let me recommend NIFL-4EFF messages = 1509, 1597, 1691, and 1930. Check out #1691 as it also provides some = insights on how a "task" is different from an "activity." In it, Peggy = McGuire, EFF Assessment Coordinator, shares a teacher researcher's = teaching activities that lead up to and include the performance task, = which occurs toward the end of the scenario. <P><FONT SIZE=3D2>Ronna</FONT> </P> <P><FONT SIZE=3D2>Ronna G. Spacone</FONT> <BR><FONT SIZE=3D2>EFF Special Collection Coordinator</FONT> <BR><FONT SIZE=3D2>Ronna.Spacone@ed.gov</FONT> <BR><FONT SIZE=3D2>(202) 233-8767 </FONT> </P> <BR> <BR> <BR> <BR> <BR> </BODY> </HTML> ------_=_NextPart_001_01C1DCC5.CBAF83F0--
This archive was generated by hypermail 2b30 : Fri Jan 17 2003 - 14:45:27 EST