Adult Education is capable of providing ANYTHING that it is funded to do
and or asked to do within reason... unfortunately the system has never
been funded nor supported in a manner that would suggest that it was to
do anything more than it is currently doing. 
 
Jim Schneider

________________________________

From: assessment-bounces at nifl.gov [mailto:assessment-bounces at nifl.gov]
On Behalf Of Andrea Wilder
Sent: Monday, October 29, 2007 1:01 PM
To: The Assessment Discussion List
Subject: [Assessment 1026] Re: Assessment Digest, Vol 25, Issue 31


What to say. This confirms my feeling that "education" in the sense of
"creativity" and "critical skills" is left off the plate when it comes
to the GED. In my view, most of the time, it is the teachers who guard
these particular portals. Ideally, "problem solving" should be built
in--this can require new ways of thinking and collaboration between
students. 

Andrea 
On Oct 29, 2007, at 12:26 PM, Michael Tate wrote: 


	In all the studies I've read, when business leaders are asked
what kind of intelligence they want in a worker, they say they want
intuitive thinking .  They are looking for people who can quickly size
up a situation from incomplete data, make a decision, and implement a
strategy that works.  They're not looking for the painfully slow (and
hugely expensive) deliberative process that government  uses.  Adult
education is generally unable to offer training in creative thinking
because it doesn't have teachers who can teach creativity.  That's not
likely to change until adult education is provided by a sector that
values creativity higher than consensus.


	 


	Michael Tate


	 


	From: assessment-bounces at nifl.gov
[mailto:assessment-bounces at nifl.gov] On Behalf Of Carver, Mary-Lynn 
	Sent: Saturday, October 27, 2007 1:23 PM 
	To: assessment at nifl.gov 
	Subject: RE: Assessment Digest, Vol 25, Issue 31 
	
	Donna Chambers - 
	Well said. I am in total agreement. 
	
	Where do we start? 
	
	Thanks, 
	Mary Lynn Carver 
	ABE/GED Instructor 
	College of Lake County 
	Building 4, Office 405 
	19351 W. Washington Street 
	Grayslake, IL  60031 
	Phone:847/543-2677 
	mlcarver at clcillinois.edu 
	Fax: 847/543-7580 
	
	"Blessed are they who laugh at themselves, for they shall be
constantly amused" -- Unknown 
	
	We now accept the fact that learning is a lifelong process of
keeping abreast of change. And the most pressing task is to teach people
how to learn. --Peter F. Drucker 
	

	From: assessment-bounces at nifl.gov on behalf of
assessment-request at nifl.gov 
	Sent: Sat 10/27/2007 11:00 AM 
	To: assessment at nifl.gov 
	Subject: Assessment Digest, Vol 25, Issue 31 

	Send Assessment mailing list submissions to 
	        assessment at nifl.gov 

	To subscribe or unsubscribe via the World Wide Web, visit 
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	or, via email, send a message with subject or body 'help' to 
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	When replying, please edit your Subject line so it is more
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	than "Re: Contents of Assessment digest..." 


	Today's Topics: 

	   1. [Assessment 1006] Re: GED Discussion - what you need to
know! 
	      (Donna Chambers) 
	   2. [Assessment 1007] Re: GED Discussion - what you need to
know! 
	      (Katherine G) 


	
---------------------------------------------------------------------- 

	Message: 1 
	Date: Sat, 27 Oct 2007 09:10:29 -0400 
	From: "Donna Chambers" <donnaedp at cox.net> 
	Subject: [Assessment 1006] Re: GED Discussion - what you need to
know! 
	To: "The Assessment Discussion List" <assessment at nifl.gov> 
	Message-ID: <005e01c8189a$bfe81f70$8e5fdd48 at DH89L251> 
	Content-Type: text/plain; format=flowed; charset="Windows-1252";

	        reply-type=original 

	David and All, 

	Let's not confuse critical thinking with creativity.  Critical
thinking is a 
	learned process, whereas, creativity is a mental vision and can
be nurtured, 
	but not necessarily learned..  In Adult Education creativity is
not a 
	necessary skill, while critical thinking should be paramount. 

	I work in ASE through competency-based performance assessment
programs such 
	as the Adult Diploma Program and the National External Diploma
Program. 
	This work has allowed me to focus on what adults need to know
and be able to 
	do and this information has changed over the years.  Most
states' education 
	systems are moving toward being standards driven.Adult Education
seems to be 
	GED driven.  As such, is limited to just what is necessary to
pass the GED. 
	The need for competency/proficiency based instruction and
assessment is 
	apparent, at least to me. 

	In today's world, critical thinking should be high on the list
of 
	competencies that need to be learned.  Merely passing a
standardized test 
	does not guarantee that the adult is able to think critically.
Yet, from the 
	perspective of the instructors, administrators, students, and
policy makers, 
	passing the test has become paramount  in Adult Education.
Outcomes has been 
	translated to mean numbers of GED passers. Minimally passing the
GED is 
	"good enough" as a good outcome. If the student can just pass
the GED, all 
	will be well.   Not necessarily so! 

	Adult Education needs complete reform.  Let's look at what the
metacognative 
	research tells us and design a system around what essential
knowledge and 
	skills are needed today, embedding critical thinking/reading
skills into all 
	activities. Refocus the outcome from just passing the GED to a
performance 
	based demonstration of competencies based on what adults need to
know and be 
	able to do today.  Passing the GED will still be an attainable
measure, but 
	only one of many that need to be achieved.  Instructors and
students must 
	know that building a strong foundation of basic knowledge and
thinking 
	skills will lead to passing the test.  A strong foundation will,
more 
	importantly, guarantee success for the next steps beyond high
school 
	certification and provide the cognitive functional skills needed
in our 
	complex world. This must be communicated to the learners from
the beginning 
	upon entering AE programs.  Learners must be given the
opportunity to 
	understand what commitment in time and effort is needed on the
path to skill 
	building and filling in gaps process in order to achieve their
goals. 
	Changing the paradigm will be a win-win for everyone and the
outcomes will 
	be more meaningful. 

	Donna  Chambers 




	----- Original Message ----- 
	From: "David J. Rosen" <djrosen at comcast.net> 
	To: "The Assessment Discussion List" <assessment at nifl.gov> 
	Sent: Friday, October 26, 2007 10:53 PM 
	Subject: [Assessment 1005] Re: GED Discussion - what you need to
know! 


	Assessment colleagues, 

	Toni asked what we mean by creativity.  Good question. I'll give
it a 
	shot. 

	Is creativity a means to an end -- that is, with creative
teaching 
	approaches will more students have more and higher academic
skills, 
	better test scores? Or is creativity itself an end -- that is,
do we 
	want students to be both academically prepared and creative? Or 
	both?  And where do critical skills fit in? 

	I would argue, as Marc Tucker does, that we need both high
academic 
	skills and creativity, and I would put critical thinking in both

	these catregories, both as a means and as an end. Our adult
secondary 
	education (e.g. GED) programs should provide students with the 
	opportunity to have academic skills that are strong enough to
succeed 
	in college, strong critical thinking skills (these may be
inseparable 
	from strong academic skills), and the skills of creative problem

	solving. 

	Since this is the assessment list, let me ask what are we
measuring 
	now adult secondary education programs? 

	? Perhaps academic skills, at least through standardized tests 
	? Are we measuring critical thinking skills, and if so how? 
	? I am not aware that anyone in adult literacy education is
measuring 
	creative skills. 

	If Marc Tucker is right, we are not paying attention to one of
the 
	greatest economic assets, one of the historic strengths of the
U.S. I 
	agree with Tucker and believe that the nearly exclusive focus on
high 
	stakes basic skills tests for K-12, and the focus on only
traditional 
	basic skills for the GED tests disrespects important creative
skills 
	like the ability to look at a problem freshly and from different

	perspectives, the ability to try out and evaluate a range of 
	solutions, the ability to represent an idea with an image, a
moving 
	image, a drawing; a metaphor or other figurative language, or 
	rhetoric; and the ability to understand and follow, but instead
to 
	disregard instructions or traditional paths of thinking (what we
now 
	often describe as "thinking outside the box"). 

	Are these goals that every GED student has or should have. No.
Should 
	they be? Not necessarily.  But for students who see the GED or
high 
	school diploma as a way out of poverty, as a stepping stone to
stable 
	employment and self-sufficiency, as a key to open the door to 
	successful post-secondary learning, these are the skills we
should be 
	teaching and measuring: academic skills, including critical
thinking 
	and creativity. 

	I invite your comments on this. 

	David J. Rosen 
	djrosen at comcast.net 



	On Oct 26, 2007, at 3:39 PM, Borge, Toni F wrote: 

	> When we are referring to creativity do we mean teaching
critical 
	> thinking skills which once our students know how to think in a

	> critical thinking way they will be successful in achieving
their 
	> education and other life goals. However, just like K-12
education, 
	> adult education is captured on the high stakes spinning wheel
of 
	> accountability which stifles creativity and teachers teach to
the 
	> test. 
	> 
	> Toni Borge 
	> 
	> BHCC 
	> Adult Education & Transitions Program 
	> 
	> Boston, MA 
	> 
	> 
	> 
	> From: assessment-bounces at nifl.gov [mailto:assessment- 
	> bounces at nifl.gov] On Behalf Of shirley ledet 
	> Sent: Thursday, October 25, 2007 4:30 PM 
	> To: The Assessment Discussion List 
	> Subject: [Assessment 1001] Re: GED Discussion - what you need
to know! 
	> 
	> 
	> 
	> I agree that creativity is not the enemy of success on
standardized 
	> test.  We need look no further then those who have been
successful 
	> on any type of test.  We tend to use terms like natuarally
gifted, 
	> just smart, etc.  If you speak to these folks they are well 
	> rounded, enjoy reading, mvies, theater, they tend to use terms
like 
	> "I don't know, I just know stuff."  Researchers have found
that 
	> this may be the reason for disparity between ethnicity. I
believe 
	> there is more disparity between socio economic background then

	> ethnicity. Exposure to the arts, banking industry, faculty, 
	> medicine, legal issues as part of your everyday life tends to
offer 
	> more of an advantage when testing then someone whose only
exposure 
	> is to go to school and study hard. My students participate in
a 
	> quite a few creative projects and those that "get into it"
tend to 
	> do better in all subjects. Those that feel it is a waste of
time 
	> and they just want to "study for the GED" are generally
frustrated 
	> when "all of their hard work does not pay off like they would 
	> like."  Creativity also leads to retention; especially those 
	> activities that have to be completed in increments.  Let's
bring on 
	> more creativity! 
	> 
	> Shirley Ledet 
	> 
	> GED Instructor 
	> 
	> NHC-Carver 
	> 
	> djrosen at comcast.net wrote: 
	> 
	> Colleagues, 
	> 
	> I am a proponent of creativity in adult literacy education -- 
	> indeed in all education. As Marc Tucker, President of the
National 
	> Center for Education and the Economy, has said in a presention

	> recently to the National Commission on Adult Literacy, http://

	> www.caalusa.org/video/choices.html , the U.S. education system
-- 
	> and he includes adult education, cannot be competitive without
high 
	> academic standards AND creativity. 
	> 
	> But many GED teachers and administrators believe that their 
	> students will not pass the GED unless they focus on skills and

	> knowledge needed to pass the test, that creativity is a 
	> "distraction" and a time-waster. (Many K-12 teachers, 
	> administrators or policy makers also believe creativity
distracts 
	> from passing high stakes tests.) I hate to be the one to raise
this 
	> issue, but it's the key question on the minds of many GED
teachers 
	> and administrators, so I invite the panelists to address it. 
	> 
	> Is creativity a distraction or is it essential for success?
Why? 
	> 
	> 
	> David J. Rosen 
	> djrosen at comcast.net 
	> 
	> -------------- Original message ---------------------- 
	> From: "Marie Cora" 
	> > Hi everyone, 
	> > 
	> > We've had several new subscribers over the past day, and so
I 
	> wanted to 
	> > give a quick reminder where you can get the information on
this 
	> > discussion. For the full announcement, information on
guests, and 
	> > suggested resources go to: 
	> > 
	> > http://www.nifl.gov/lincs/discussions/assessment/ 
	> 07creativityGED.html 
	> > 
	> > If you missed the posts from yesterday - there were a couple
- 
	> you can 
	> > catch up in the archives at: 
	> > http://www.nifl.gov/pipermail/assessment/2007/date.html 
	> > 
	> > Please post your questions and also your own experiences to
share 
	> now! 
	> > 
	> > Thanks!! 
	> > 
	> > Marie Cora 
	> > Assessment Discussion List Moderator 
	> > 
	> > 
	> > 
	> > 
	> > Marie Cora 
	> > marie.cora at hotspurpartners.com 
	> > NIFL Assessment Discussion List Moderator 
	> > http://www.nifl.gov/mailman/listinfo/assessment 
	> > 
	> > 
	> 
	> 
	> 
	> From: "Marie Cora" <marie.cora at hotspurpartners.com> 
	> To: <Assessment at nifl.gov> 
	> Subject: [Assessment 942] GED Discussion - what you need to
know! 
	> Date: Tue, 9 Oct 2007 14:43:14 +0000 
	> 
	> Hi everyone, 
	> 
	> 
	> 
	> We?ve had several new subscribers over the past day, and so I 
	> wanted to give a quick reminder where you can get the
information 
	> on this discussion.  For the full announcement, information on

	> guests, and suggested resources go to: 
	> 
	> 
	> 
	>
http://www.nifl.gov/lincs/discussions/assessment/07creativityGED.html 
	> 
	> 
	> 
	> If you missed the posts from yesterday ? there were a couple ?
you 
	> can catch up in the archives at:
http://www.nifl.gov/pipermail/ 
	> assessment/2007/date.html 
	> 
	> 
	> 
	> Please post your questions and also your own experiences to
share now! 
	> 
	> 
	> 
	> Thanks!! 
	> 
	> 
	> 
	> Marie Cora 
	> 
	> Assessment Discussion List Moderator 
	> 
	> 
	> 
	> 
	> 
	> 
	> 
	> 
	> 
	> Marie Cora 
	> 
	> marie.cora at hotspurpartners.com 
	> 
	> NIFL Assessment Discussion List Moderator 
	> 
	> http://www.nifl.gov/mailman/listinfo/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 
	> ------------------------------- 
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	> 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 msledet at yahoo.com 
	> 
	> 
	> 
	> 
	> ------------------------------- 
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	> 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 





	------------------------------- 
	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 



	------------------------------ 

	Message: 2 
	Date: Sat, 27 Oct 2007 09:35:10 -0400 
	From: "Katherine G" <Kgotthardt at comcast.net> 
	Subject: [Assessment 1007] Re: GED Discussion - what you need to
know! 
	To: "The Assessment Discussion List" <assessment at nifl.gov> 
	Message-ID:
<MHEMKJNHLDIEMGGCCKCCMEFEDMAA.Kgotthardt at comcast.net> 
	Content-Type: text/plain;       charset="Windows-1252" 

	David, I agree that creativity is essential in GED programs,
especially if 
	students are planning to go on to college!  Students who pass
the GED with 
	minimal ability to freely think creatively, explore abstract
ideas, and 
	weigh options are usually at a loss in the college classroom.
Most colleges 
	require program elements such as "writing across the
curriculum."  As we 
	know, writing requires abstract thought, the kind adults need to
develop. 

	Even basic college writing classes require understanding and
using 
	rhetorical patterns found in the descriptive essay and more.
Humanities 
	courses demand students to understand and even implement
creative forms, 
	figures of speech, figurative language, and more.  For students
to truly 
	understand history, they must be able to visualize different
time periods. 
	Symbolic thought translates into statistics and math classes in
which 
	graphs, numbers and equations are used to communicate ideas.
The list goes 
	on. 

	Someone here or in another posting made the remark that students
in a GED 
	class who are not reading in class are not practicing reading at
all.  If 
	the instructor is writing on the board, if the students are
writing, if the 
	students are taking practice tests, they ARE reading.  In terms
of more 
	formalized, lengthier readings, students will most likely need
to take that 
	home.  Yes, this requires a certain amount of discipline that we
might not 
	get with GED students.  But especially with students who want to
pursue 
	higher education after earning the GED, we need to have the time
to teach 
	them to think critically. 

	Finally, I just now ran across an essay from Peter Elbow whom I
haven't 
	studied in a long time but did in my past lives.  The essay
demonstrates how 
	creativity is used in the college classroom as well as what GED
students can 
	expect in college (though perhaps not to this extent, depending
on the 
	teacher and the class).
http://www.ntlf.com/html/lib/bib/writing.htm 

	I'm a firm believer in extensive transitional services for GED
students 
	planning to attend college, and I think it's essential to have 
	communications between public schools and college to make this
happen if we 
	want GED students to succeed.  Part of these discussions should
include 
	creativity used and expected in every academic setting. 


	Katherine Mercurio Gotthardt, ESOL Online Instructor 
	Prince William County Public Schools 
	Adult Education 
	P.O. Box 389 
	Manassas, VA 20108 
	work 703-791-8387 
	fax 703-791-8889 





	-----Original Message----- 
	From: assessment-bounces at nifl.gov
[mailto:assessment-bounces at nifl.gov]On 
	Behalf Of David J. Rosen 
	Sent: Friday, October 26, 2007 10:54 PM 
	To: The Assessment Discussion List 
	Subject: [Assessment 1005] Re: GED Discussion - what you need to
know! 


	Assessment colleagues, 

	Toni asked what we mean by creativity.  Good question. I'll give
it a 
	shot. 

	Is creativity a means to an end -- that is, with creative
teaching 
	approaches will more students have more and higher academic
skills, 
	better test scores? Or is creativity itself an end -- that is,
do we 
	want students to be both academically prepared and creative? Or 
	both?  And where do critical skills fit in? 

	I would argue, as Marc Tucker does, that we need both high
academic 
	skills and creativity, and I would put critical thinking in both

	these catregories, both as a means and as an end. Our adult
secondary 
	education (e.g. GED) programs should provide students with the 
	opportunity to have academic skills that are strong enough to
succeed 
	in college, strong critical thinking skills (these may be
inseparable 
	from strong academic skills), and the skills of creative problem

	solving. 

	Since this is the assessment list, let me ask what are we
measuring 
	now adult secondary education programs? 

	? Perhaps academic skills, at least through standardized tests 
	? Are we measuring critical thinking skills, and if so how? 
	? I am not aware that anyone in adult literacy education is
measuring 
	creative skills. 

	If Marc Tucker is right, we are not paying attention to one of
the 
	greatest economic assets, one of the historic strengths of the
U.S. I 
	agree with Tucker and believe that the nearly exclusive focus on
high 
	stakes basic skills tests for K-12, and the focus on only
traditional 
	basic skills for the GED tests disrespects important creative
skills 
	like the ability to look at a problem freshly and from different

	perspectives, the ability to try out and evaluate a range of 
	solutions, the ability to represent an idea with an image, a
moving 
	image, a drawing; a metaphor or other figurative language, or 
	rhetoric; and the ability to understand and follow, but instead
to 
	disregard instructions or traditional paths of thinking (what we
now 
	often describe as "thinking outside the box"). 

	Are these goals that every GED student has or should have. No.
Should 
	they be? Not necessarily.  But for students who see the GED or
high 
	school diploma as a way out of poverty, as a stepping stone to
stable 
	employment and self-sufficiency, as a key to open the door to 
	successful post-secondary learning, these are the skills we
should be 
	teaching and measuring: academic skills, including critical
thinking 
	and creativity. 

	I invite your comments on this. 

	David J. Rosen 
	djrosen at comcast.net 



	On Oct 26, 2007, at 3:39 PM, Borge, Toni F wrote: 

	> When we are referring to creativity do we mean teaching
critical 
	> thinking skills which once our students know how to think in a

	> critical thinking way they will be successful in achieving
their 
	> education and other life goals. However, just like K-12
education, 
	> adult education is captured on the high stakes spinning wheel
of 
	> accountability which stifles creativity and teachers teach to
the 
	> test. 
	> 
	> Toni Borge 
	> 
	> BHCC 
	> Adult Education & Transitions Program 
	> 
	> Boston, MA 
	> 
	> 
	> 
	> From: assessment-bounces at nifl.gov [mailto:assessment- 
	> bounces at nifl.gov] On Behalf Of shirley ledet 
	> Sent: Thursday, October 25, 2007 4:30 PM 
	> To: The Assessment Discussion List 
	> Subject: [Assessment 1001] Re: GED Discussion - what you need
to know! 
	> 
	> 
	> 
	> I agree that creativity is not the enemy of success on
standardized 
	> test.  We need look no further then those who have been
successful 
	> on any type of test.  We tend to use terms like natuarally
gifted, 
	> just smart, etc.  If you speak to these folks they are well 
	> rounded, enjoy reading, mvies, theater, they tend to use terms
like 
	> "I don't know, I just know stuff."  Researchers have found
that 
	> this may be the reason for disparity between ethnicity. I
believe 
	> there is more disparity between socio economic background then

	> ethnicity. Exposure to the arts, banking industry, faculty, 
	> medicine, legal issues as part of your everyday life tends to
offer 
	> more of an advantage when testing then someone whose only
exposure 
	> is to go to school and study hard. My students participate in
a 
	> quite a few creative projects and those that "get into it"
tend to 
	> do better in all subjects. Those that feel it is a waste of
time 
	> and they just want to "study for the GED" are generally
frustrated 
	> when "all of their hard work does not pay off like they would 
	> like."  Creativity also leads to retention; especially those 
	> activities that have to be completed in increments.  Let's
bring on 
	> more creativity! 
	> 
	> Shirley Ledet 
	> 
	> GED Instructor 
	> 
	> NHC-Carver 
	> 
	> djrosen at comcast.net wrote: 
	> 
	> Colleagues, 
	> 
	> I am a proponent of creativity in adult literacy education -- 
	> indeed in all education. As Marc Tucker, President of the
National 
	> Center for Education and the Economy, has said in a presention

	> recently to the National Commission on Adult Literacy, http://

	> www.caalusa.org/video/choices.html , the U.S. education system
-- 
	> and he includes adult education, cannot be competitive without
high 
	> academic standards AND creativity. 
	> 
	> But many GED teachers and administrators believe that their 
	> students will not pass the GED unless they focus on skills and

	> knowledge needed to pass the test, that creativity is a 
	> "distraction" and a time-waster. (Many K-12 teachers, 
	> administrators or policy makers also believe creativity
distracts 
	> from passing high stakes tests.) I hate to be the one to raise
this 
	> issue, but it's the key question on the minds of many GED
teachers 
	> and administrators, so I invite the panelists to address it. 
	> 
	> Is creativity a distraction or is it essential for success?
Why? 
	> 
	> 
	> David J. Rosen 
	> djrosen at comcast.net 
	> 
	> -------------- Original message ---------------------- 
	> From: "Marie Cora" 
	> > Hi everyone, 
	> > 
	> > We've had several new subscribers over the past day, and so
I 
	> wanted to 
	> > give a quick reminder where you can get the information on
this 
	> > discussion. For the full announcement, information on
guests, and 
	> > suggested resources go to: 
	> > 
	> > http://www.nifl.gov/lincs/discussions/assessment/ 
	> 07creativityGED.html 
	> > 
	> > If you missed the posts from yesterday - there were a couple
- 
	> you can 
	> > catch up in the archives at: 
	> > http://www.nifl.gov/pipermail/assessment/2007/date.html 
	> > 
	> > Please post your questions and also your own experiences to
share 
	> now! 
	> > 
	> > Thanks!! 
	> > 
	> > Marie Cora 
	> > Assessment Discussion List Moderator 
	> > 
	> > 
	> > 
	> > 
	> > Marie Cora 
	> > marie.cora at hotspurpartners.com 
	> > NIFL Assessment Discussion List Moderator 
	> > http://www.nifl.gov/mailman/listinfo/assessment 
	> > 
	> > 
	> 
	> 
	> 
	> From: "Marie Cora" <marie.cora at hotspurpartners.com> 
	> To: <Assessment at nifl.gov> 
	> Subject: [Assessment 942] GED Discussion - what you need to
know! 
	> Date: Tue, 9 Oct 2007 14:43:14 +0000 
	> 
	> Hi everyone, 
	> 
	> 
	> 
	> We?ve had several new subscribers over the past day, and so I 
	> wanted to give a quick reminder where you can get the
information 
	> on this discussion.  For the full announcement, information on

	> guests, and suggested resources go to: 
	> 
	> 
	> 
	>
http://www.nifl.gov/lincs/discussions/assessment/07creativityGED.html 
	> 
	> 
	> 
	> If you missed the posts from yesterday ? there were a couple ?
you 
	> can catch up in the archives at:
http://www.nifl.gov/pipermail/ 
	> assessment/2007/date.html 
	> 
	> 
	> 
	> Please post your questions and also your own experiences to
share now! 
	> 
	> 
	> 
	> Thanks!! 
	> 
	> 
	> 
	> Marie Cora 
	> 
	> Assessment Discussion List Moderator 
	> 
	> 
	> 
	> 
	> 
	> 
	> 
	> 
	> 
	> Marie Cora 
	> 
	> marie.cora at hotspurpartners.com 
	> 
	> NIFL Assessment Discussion List Moderator 
	> 
	> http://www.nifl.gov/mailman/listinfo/assessment 
	> 
	> 
	> 
	> 
	> 
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	> To unsubscribe or change your subscription settings, please go
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