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[Assessment 871] NRS Guidelines for Distance Learning AssessmentDavid J. Rosen djrosen at comcast.netMon Jul 16 13:12:19 EDT 2007
Assessment colleagues, Here's a follow-up to the discussion on distance learning assessment. I have a question about the changes to the NRS guidelines for distance education learners. ( http://www.nrsweb.org. Look under What's New.) Item 3: "For NRS reporting, states can count a student only once, as either a distance education student or traditional classroom learner." Presumably that means the student can be counted only once annually, and that the program needs to decide if the student is _primarily_ a distance learning student or _primarily_ a face-to-face (classroom or tutorial) student. Presumably this gives programs and students the freedom to offer distance learning options and face-to-face options to the same student within the year, that a face-to-face student could also have supplemental online learning. Presumably, the intent of this is to avoid double-counting the same person, not to restrict how students access learning (whether distance learning or face-to- face or both). Donna Cornellier, or Larry Condelli, are my presumptions correct? Thanks, David J. Rosen djrosen at comcast.net On Jul 11, 2007, at 4:08 PM, Cornellier, Donna wrote: > Hi Marie, > > I've attached the new NRS Guidelines for Distance Learning that > were sent out to State Directors on June 6, 2007 with a memo from > Cheryl Keenan. The distance education policy includes a definition > of distance learners, guidance on how to measure contact hours for > the learners, and describes assessment and reporting requirements > which are summarized in the memo. It will be an interesting > discussion around how states implement these policies, and you have > posed some great questions below. > > Thanks, > Donna Cornellier > Massachusetts NRS Trainer > > > From: Marie Cora [mailto:marie.cora at hotspurpartners.com] > Sent: Tuesday, July 10, 2007 10:34 AM > To: Assessment at nifl.gov > Subject: [Assessment 834] Questions for discussion > > Hi everyone, > > > > It’s very quiet out there! I’ve had many new subscribers join our > List, so I know this is of interest to you all. I know you have > questions and I know you have experiences to share. Please post > them now! > > > > Here is one of my questions for this discussion, which actually has > already been asked within the suggested preparations by our guests > Shannon and Jennifer: > > > > Post-testing: How is this done? How do you get that important > follow-up measure from students? I have experience in DL within > professional development only (not with ABE/ESOL students) – and I > know how difficult follow-up is with the professional population. > The same goes for regular classroom-based programs – getting full > test scores can be really hard. So I am extremely interested in > hearing from folks about the strategies and methods they use to get > DL students to complete the full cycle including the post-test. > > > > Do federal requirements allow for any flexibility/creativity in > this regard? Can you use formative assessment and other types of > measures to help demonstrate achievement? > > > > Do Project IDEAL states do their assessment in the same way, or are > you able to alter your approach depending on certain things (levels > of funding; timing; some F2F (“face-to-face”)/no F2F; staffing; etc)? > > > > Thanks!! > > > Marie Cora > > > > > > > > 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 djrosen at comcast.net David J. Rosen djrosen at comcast.net
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