Well generally, students know their ethnic origins, gender and age so we
don't talk about that much :)
Pre and post test scores are talked about in small and large groups so
that all students understand the system of progress.  Each student is
given their own personal scores and an individual learning plan that is
developed with staff and the student.  This plan changes through time,
but it helps tracks goal accomplishments and testing scores.  Students
also work on resumes, complete job searches, complete FAFSA forms and
attend job interviews while enrolled.
Va

-----Original Message-----
From: assessment-bounces at nifl.gov [mailto:assessment-bounces at nifl.gov]
On Behalf Of David Rosen
Sent: Monday, January 29, 2007 9:52 AM
To: The Assessment Discussion List
Subject: [Assessment 612] Re: Systematic formative ways to record
whatstudents learn and share this information

Susan and Virginia,

You appear to have sophisticated systems for recording and keeping  
track of student progress.  I wonder if you could tell us more about  
how teachers share the information with students, and how students  
get involved with using the data to make decisions about their learning.

I would like to hear from others who think they have good systems  
(not necessarily computerized) for tracking and sharing information  
for student decision making about their learning.

David J. Rosen
djrosen at comcast.net


On Jan 29, 2007, at 12:09 PM, Virginia Tardaewether wrote:


> Susan

> We have a computer site where students can access assignments and use

> the email.  All students get an email account when they register so  

> that

> simplifies the matter.  As the instructor, I have access to their  

> email

> account from the registration records.

>

> The most useful tool we've developed is a daily tracking sheet  

> where we

> track: OPT scores, CASAS pre and post scores, Agency data, and GED  

> tests

> completed.

>

> For our GED OPTIONS students, we have a weekly attendance sheet,

> progress, and track information needed by the school district for

> completion of their end of year report: age, ethnic info, completion

> dates, enrollment dates, and gender.  We complete this progress report

> in Excel so the hours cumulate and so that we can send it  

> electronically

> to the school district.

>

> -----Original Message-----

> From: assessment-bounces at nifl.gov [mailto:assessment-bounces at nifl.gov]

> On Behalf Of David Rosen

> Sent: Saturday, January 27, 2007 5:49 AM

> To: The Assessment Discussion List

> Subject: [Assessment 606] Systematic formative ways to record what

> studentslearn and share this information

>

> Susan Reid, and others who use formative assessment,

>

> I am interested in learning more about teachers' systems for keeping

> track of what students are learning and sharing this information with

> them. What paper-and-pencil strategies do you use?  What computer-

> managed or computer-aided strategies? Do you record information

> during the class, after the class, keep it all in your head? Does

> anyone share formative assessment information with students by

> regular one-on-one conferencing, by e-mailing them, in other ways?

>

>

> David J. Rosen

> djrosen at comcast.net

>

>

>

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