Regie,
 
Thank you for your explanations re: the differences between EFF and CASAS  
and the cautions about mixing apples and oranges.  I have carried around  your 
former posts on this subject because I work with groups who are mandated to  
use both EFF and CASAS, and it is not easy trying to help them with assessment  
problems.  It has become more than a problem; it is now an issue.
 
In light of Linda's posting, I am wondering how the two of you might help  us 
find ways to work more satisfactorily so that we are not at odds, rather more 
 in sync as we struggle to include the best of both?  Is it possible,  after 
all, that the fruit salad might be a variety of apples, say Macintosh  and 
Jonathan, rather than apples and oranges?  I confess ignorance and  plead for 
enlightenment.
 
In the absence of a twofold assessment design that gratifies the  needs of 
the programs and states who are mandated to use both EFF and CASAS, I  have been 
trying to help people use portfolio assessment, in which they  demonstrate 
mastery of the EFF reading purposes (or Math purposes) and the CASAS  
competencies, which seem (and I emphasize seem) to be located at the same level  of 
expertise. This has worked for us, and students have accomplished their goals  of 
moving (slowly) along the EFF continuum.  We are at the novice  stage, 
however, with this kind of assessment.  
 
Teachers still struggle with questions, such as *How many entries are good  
enough to demonstrate mastery?*  And *What can we include that will  
demonstrate the range of fluency, independence, and the ability to perform in a  variety 
of settings?*  And more.
 
So help us, please.
 
Thanks and All the Best,
 
Meta Potts
FOCUS on Literacy
Glen Allen, VA
 
 
 
 
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