![]() |
![]() |
[ProfessionalDevelopment 1899] Assessment Discussion AnnouncementMarie Cora marie.cora at hotspurpartners.comWed Jan 30 08:47:20 EST 2008
To subscribe to this discussion, go to: http://www.nifl.gov/mailman/listinfo/Assessment Discussion Announcement Dear Colleagues, I'm pleased to announce the following Guest Discussion, which will be held during the week of February 4, 2008. Topic: Strategies for Innovation in Community College ESL Guest Participants: JoAnn (Jodi) Crandall Professor and Director Language, Literacy and Culture Ph.D. Program Director, Peace Corps Master's Intl Program in ESOL/Bilingual Education University of Maryland Baltimore County Forrest P. Chisman Executive Vice President CAAL (Council for Advancement of Adult Literacy) New York Recommended preparations for this discussion: Passing the Torch: Strategies for Innovation in Community College ESL (Executive Summary) by Forrest P. Chisman and JoAnn Crandall CAAL February 20, 2007 16 pages http://www.caalusa.org/eslexecsummary.pdf Passing the Torch: Strategies for Innovation in Community College ESL (Full Report) by Forrest P. Chisman and JoAnn Crandall February 26, 2007 163 pages http://www.caalusa.org/eslpassingtorch226.pdf Excerpts from the Executive Summary of Passing the Torch: [Adult education English as a Second Language (ESL) instruction is an essential national education service, but the outcomes of most ESL programs are by no means as great as they should and can be - in terms of learning gains, retention, and transitions to further education. p. 4] [.According to the NRS, the overwhelming majority of ESL students enter programs at the two lowest levels, and NRS reports that only about 36 percent of ESL students advance one level per year. Longitudinal research prepared for CAAL by two community colleges indicates that only a small percentage of ESL students are enrolled in programs for as long as four semesters (the equivalent of two years or less) - either consecutively or at any time. As a result, few ESL students experience significant learning gains from adult education ESL programs. Moreover, only about 10 percent of non-credit ESL students make transitions to credit ESL, and an even smaller percentage make transitions to college academic or vocational programs. p. 5] [The problems of learning gains, persistence, and transitions clearly call for serious attention. Fortunately, at least some community colleges and other ESL providers have devised innovative and effective strategies to address them. This report is based on a two-year study of ESL service at community colleges by the Council for Advancement of Adult Literacy (CAAL). The study draws on the authors' extensive knowledge of and exposure to dozens of community colleges and ESL programs through other studies, but it is based primarily on an in-depth examination of the innovative strategies adopted by five community colleges identified by ESL experts and their peers as exemplary in their provision of adult ESL service... p. 5] <http://www.caalusa.org/pathways-outcomes/pathways-outcomesfull.pdf> PATHWAYS & OUTCOMES: Tracking ESL Student Performance by Steven Spurling, Sharon Seymour, and Forrest Chisman CAAL January 2008 212 pages http://www.caalusa.org/pathways-outcomes/pathways-outcomesfull.pdf Note: Alternate printing/display option for this title: <http://www.caalusa.org/pathways-outcomes/pathways-outcomes1-tochapt2.pd f> pathways-outcomes1 chapters 1 to 2.pdf <http://www.caalusa.org/pathways-outcomes/pathways-outcomes2-chapt3-5.pd f> pathways-outcomes2 chapters 3 to 5.pdf <http://www.caalusa.org/pathways-outcomes/pathways-outcomes3-chapt6-8.pd f> pathways-outcomes3 chapters 6 to 8.pdf <http://www.caalusa.org/pathways-outcomes/pathways-outcomes4-chapt9-10.p df> pathways-outcomes4 chapters 9 to 10.pdf This report is a longitudinal study of adult ESL services at the City College of San Francisco (CCSF). Its primary aim is to help those who plan and design community college ESL programs assess and develop effective services. But it will also help those who offer adult ESL services in other institutional settings, and policymakers and funding organizations. The authors note that CCSF's ESL program has features in common with many other community college programs, and point to the model's importance because so many ESL professionals across the country consider it to be "exemplary." It is both "a typical case and a best case of adult education ESL in the United States." This groundbreaking report contains a wealth of highly detailed research information and analysis. It may well be the most comprehensive, in-depth research ever conducted on any adult ESL program. It is based on College records tracking all students over a seven-year period who first enrolled in CCSF's credit and non-credit ESL programs in 1998, 1999, and 2000. More than 38,000 non-credit and some 6600 credit ESL students make up the "cohort" that was examined. The primary focus is on persistence, learning gains, and transition to credit studies, and on the success in credit courses of non-credit ESL students. Major attention is given to the various features of CCSF's ESL program that affected student outcomes and pathways -- such as terms and hours of attendance, and program design and policy. CCSF's substantial data on "stop-outs" is also presented and analyzed in depth. The report is organized to serve the needs of various kinds of readers. Related resources of interest: Challenges in Assessing for Post-Secondary Readiness Policy Brief by Daryl F. Mellard and Gretchen Anderson Division of Adult Studies, Center for Research on Learning, University of Kansas December 4, 2007 This Policy Brief examines the major assessments in use today to measure adult learning gains and determine student placements - e.g., BEST, CASAS, TABE, COMPASS, ASSET, and ACCUPLACER - in terms of their uses and how they well they align with postsecondary education entry requirements. Special attention is given to the GED. The authors identify several problems and challenges as well as recommendations to resolve them. http://www.caalusa.org/content/assessmentmellard.pdf Transitions: Linkages between Adult Education and Community Colleges Multiple resources from CAAL (Council for Advancement of Adult Literacy) <http://www.caalusa.org/publications.html#trans> http://www.caalusa.org/publications.html#trans Transitions to Post-Secondary Education Multiple resources from NCSALL (National Center for the Study of Adult Learning and Literacy) http://www.ncsall.net/index.php?id=106 Marie Cora <mailto:marie.cora at hotspurpartners.com> marie.cora at hotspurpartners.com NIFL Assessment Discussion List Moderator http://www.nifl.gov/mailman/listinfo/assessment -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/professionaldevelopment/attachments/20080130/18f8df12/attachment.html
More information about the ProfessionalDevelopment mailing list |