Hi Forrest and Jodi - thank you so much for these resources.  I am aware
of Passing the Torch, but I have not had the pleasure of reading it
through.  I've read the executive summary, which is quite a thorough
overview.  Guess I'll read the whole report now!

I know that the paper is focused on Community College - would you say
that the information would be applicable in other venues, for example,
CBOs, volunteer organizations, and the like?

Also, the overview provides an incredibly rich array of approaches,
supports, techniques - indeed: innovative strategies for addressing this
complex issue (see:  #6. Improving Learning Gains in the executive
summary).  Do any of the strategies involve the student in assessment,
or do any strategies include student self-assessment?  (The section on
Learning Outside the Classroom prompts me to ask these questions.)

Finally, you note that computer-adaptive tests with voice recognition
software would enhance the paucity of assessments that appropriately
gauge the range of ESOL students' skills.  I'm intrigued:  would this
mostly be focused on the oral skills of the student then?  Do you feel
there are adequate assessments for writing and reading skills?  Can you
talk a bit more about this?

Thank you so much!

Marie Cora
Assessment Discussion List Moderator


-----Original Message-----
From: assessment-bounces at nifl.gov [mailto:assessment-bounces at nifl.gov]
On Behalf Of fchisman
Sent: Thursday, September 06, 2007 5:58 PM
To: Jodi Crandall; The Assessment Discussion List
Subject: [Assessment 914] Re: September welcome!

The Yakima program and its outcomes are descriped in more detail in a
separate report on it by Pamela Ferguson et.al, also published on
www.caalusa.org.

Forrest Chisman

-----Original Message-----
From: assessment-bounces at nifl.gov [mailto:assessment-bounces at nifl.gov]On
Behalf Of JoAnn (Jodi) Crandall
Sent: Thursday, September 06, 2007 12:40 PM
To: The Assessment Discussion List
Subject: [Assessment 911] Re: September welcome!



I agree that transition classes are a good idea, but a program which
offers gradual transition to ABE may also be a good solution.  Yakima
Valley Community College has an integrated ESL/ABE program, with
students
in the upper levels of adult ESL taking first ABE math classes and then
ABE reading.  You can learn more about the program in a report that
Forrest Chisman and I did on promising practices in adult ESL in the
community college:
Passing the Torch
You can access the report online under Occasional Papers at
www.caalusa.org

I should note that we also identify one of the major barriers to
transition for adult English Language Learners is the lack of an
assessment system, with different tests used for exit from one program
and
entry to another.

Jodi Crandall


> This is a good on-going topic.

>

> In my experience, ESL students either have the means to take the

advanced

> grammar and pronunciation courses, etc., or they are pressed to get

the

> diploma. If they can stay in school at all.

>

> In my experience, a transition class is an ideal. The reality has been

> that I attempt to ground them in the basics of English especially

> verbs,simple past and present, continuous, both kinds of future, a few

> modals, negatives. Then I encourage them that when they enter an ABE

or

> similar class, they will still be responsible to maintain and develop

> their grammar and other English skills. It will not be the teacher's

job

> to pour it into them or spend class time coaching them or having peer

> coaching the way that we can in ESL class. They have to be their own

> advocates on this.

>

> Mary Jane Jerde

>

>

>

> Donna Chambers <donnaedp at cox.net> wrote:

>              Clean   Clean   DocumentEmail

> MicrosoftInternetExplorer4    st1\:* {  BEHAVIOR:

> url(#default#ieooui) }         /* Style Definitions */

> table.MsoNormalTable  {mso-style-name:"Table Normal";

> mso-tstyle-rowband-size:0;  mso-tstyle-colband-size:0;

> mso-style-noshow:yes;  mso-style-parent:"";

> mso-padding-alt:0in 5.4pt 0in 5.4pt;  mso-para-margin:0in;

> mso-para-margin-bottom:.0001pt;  mso-pagination:widow-orphan;

>  font-size:10.0pt;  font-family:"Times New Roman";}   Marie

> and All,

>

>  Happy September!  I must admit that I have not  read all the postings

on

> the listserv and so if the discussion I am suggesting  has already

> happened, please forgive me.

>

>  I would like to suggest  a   discussion  designing a system that

> efficiently moves   ESOL learners through to  ABE and ASE. For several

> years now my experience has been with non-native English learners who

> want to receive their high school diploma or GED. They get "stuck"  in

> ESOL classes that do not provide an integrated  curriculum that  would

> allow them to move ahead.   How can we make the smooth  transition

from

> ESOL to ABE and how can we in Adult Education facilitate the  learner

> through a pipeline?

>

>  This summer I had the wonderful opportunity to attend  a number of

> professional development summer sessions that focused on assessment.

> These  sessions were offered to K12 teachers and administrators, but I

> found everything  relevant to adult learners as well.

Competency-based

> assessment is my  specialty, but I was introduced to the idea of

> formative vs. summative  assessment and how both guide instruction in

the

> classroom.   Understanding assessment would allow ESOL learners to

work

> along side   native English speakers with teaching and learning being

> focused on  the skills that need to be learned.  I believe this would

> make a great  discussion topic.  Let me know if I can help.

>

>  Donna Chambers

>

>  From: Marie Cora

>     To: Assessment at nifl.gov

>    Sent: Tuesday, September 04, 2007 2:12    PM

>    Subject: [Assessment 906] September    welcome!

>

>

>       Dear    Colleagues,

>

>    Hello!  Welcome to September!  Welcome to those List Members who

have

>  been here for a while, and welcome to new subscribers as well.  If

you

> are new to the List, please    introduce yourself and let us know why

> you have subscribed to the Assessment    Discussion List - what topics

> would you like to see focused on here?  And to veteran subscribers -

> what is    on your minds these days?  What    topics of interest would

> you like to see discussed?

>

>    I have in the works a couple of    guest discussions that will take

> place this fall - one focused on GED and    another focused on using

> data in the classroom as a follow up to our    discussion last April

on

> using data for program improvement (see below for    info on accessing

> this discussion in the archives).  I would really like to have

> something    focused on ESOL - any suggestions?     I have a few ideas

> but want to hear from    you.

>

>    For those of you who are new, let    me share these List Tips, they

can

> be very helpful.  Also - new folks may want to scroll    down to read

> the information on using the Archives so that you can see what

types

> of discussions we have had in the past.

>

>    Thanks so much - looking forward    to hearing from you and having

some

> great discussions    here!

>

>    Marie    Cora

>    Assessment Discussion List    Moderator

>

>    Discussion    List Tips

>    Here are some suggestions    for maximizing your experience as a

List

> Member, both in terms of getting the    most out of the content, as

> well as minimizing the time and effort involved in    following the

> Discussion List.  In    addition to the tips below, you should always

> feel free to contact me with any    questions or concerns, or if you

> need help:  marie.cora at hotspurpartners.com

>    Posting to the    List

>    Please    include an email address in your signature line in at

least

> your first message    so that subscribers can respond to your inquiry

> off-list if they    choose.

>    Please be    sure that the Subject Line heading matches the content

of

> your message; many    subscribers follow discussion threads via the

> Subject Line, and often, the    message content shifts as people

> converse, but the Subject Line remains the    same from the first

> posted message.     This makes it more difficult to follow discussion

> threads.  Please remember to check the Subject    Line info and change

> it to appropriately reflect your message content, if    needed.

>    Consider    whether your reply is best suited to send to only one

> person or the whole    group.

>    Managing Your    Subscription

>    Digest Format

>    This    format allows subscribers to receive    Discussion List

> messages    "bundled" into one or two emails per day. The subject line

> will not be topic-specific, so any replies to    digest format often

> mean the subject line will need adjusting before replying.    Also,

> subscribers using digest format do    not receive the information that

> was posted right away. Because of    that, this option may or may not

> suit everyone's needs.

>    From the    Assessment Discussion List    page:

> http://www.nifl.gov/mailman/listinfo/Assessment

>    Scroll    down to Unsubscribe and other    options at the bottom

and

> enter your subscription email    address.

>    This    takes you to a page where it asks you if you want to

> unsubscribe or to log in    using your password. Log in. (There is a

> button you can click to have your    password emailed to you if you've

> forgotten it.)

>    Once    you've logged in, scroll down to where it reads "set digest

> mode". Click this    to "on", then scroll down further and click

> "submit my    changes."

>    Use    the archives

>    You do    not have to be subscribed to a List to use the archives,

so

> if you are    interested in reading about certain topics, but don't

> want to be a List    Member, this option is open for you.     (See

> below for more information on using the    archives.)

>    Just    hit delete!

>    This is    when the Subject Line can be your best friend!  If the

topic

> of discussion just isn't    up your alley, or you simply don't have

the

> time at the moment, the delete    button is a good option.  No one

> is making you be a subscriber so you should feel no guilt!  It's all

> your choice!  Often subscribers say that they just    can't hit delete

> for fear of missing something, but remember that all posts    get

> logged automatically in the archives and so when you *do* have the

time

> or    when that topic area *does* interest you, you can go back and

> search for those    posts in the archives.

>    Using    the Archives

>    To read    full discussions, or search and read the archives, visit

the

> Assessment List    Archives at:

>    http://www.nifl.gov/mailman/listinfo/Assessment.

>    The    archives can be sorted by thread/subject/author.

>    In the    right-hand toolbar:

>    Click on    Search    Archives; you can search just the Assessment

> archives or all the    List archives from here; search by thread,

> subject, or    author.

>    Click on    List Events    to view information on upcoming, as well

as

> past, Discussion Topics.

>    Click on    List Help    for the FAQ about using the Lists.

>

>

>    Marie    Cora

>    marie.cora at hotspurpartners.com

>    NIFL Assessment    Discussion List Moderator

>    http://www.nifl.gov/mailman/listinfo/assessment

>    Coordinator,    LINCS Assessment Special Collection

>    http://literacy.kent.edu/Midwest/assessment/

>

>

>

>

>

> ---------------------------------

>

> -------------------------------

> National Institute for    Literacy

> Assessment mailing list

> Assessment at nifl.gov

> To unsubscribe    or change your subscription settings, please go to

> http://www.nifl.gov/mailman/listinfo/assessment

> Email delivered to    donnaedp at cox.net

> -------------------------------

> National Institute for Literacy

> Assessment mailing list

> Assessment at nifl.gov

> To unsubscribe or change your subscription settings, please go to

> http://www.nifl.gov/mailman/listinfo/assessment

> Email delivered to mjjerdems at yahoo.com

>

>

>

> ---------------------------------

> Need a vacation? Get great deals to amazing places on Yahoo! Travel.

> -------------------------------

> National Institute for Literacy

> Assessment mailing list

> Assessment at nifl.gov

> To unsubscribe or change your subscription settings, please go to

> http://www.nifl.gov/mailman/listinfo/assessment

> Email delivered to crandall at umbc.edu

>



--
JoAnn (Jodi) Crandall
Professor, Education Department
Director, Ph.D. Program in Language, Literacy & Culture
Coordinator, Peace Corps Master's International Program in
ESOL/Bilingual
Education
University of Maryland, Baltimore County (UMBC)
1000 Hilltop Circle, Baltimore, MD 21250
ph:    410-455-2313/2376  fax:   410-455-8947/1880
email: crandall at umbc.edu
www.umbc.edu/llc/
www.umbc.edu/esol/
www.umbc.edu/esol/peacecorps.html



-------------------------------
National Institute for Literacy
Assessment mailing list
Assessment at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/assessment
Email delivered to forrest at crosslink.net

-------------------------------
National Institute for Literacy
Assessment mailing list
Assessment at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/assessment
Email delivered to marie.cora at hotspurpartners.com