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<title>Re: [Assessment 843] Re: Screening for success</title>
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<p class=MsoNormal><font size=2 color=navy face=Arial><span style='font-size:
10.0pt;font-family:Arial;color:navy'>Hi Shannon and everyone,<o:p></o:p></span></font></p>
<p class=MsoNormal><font size=2 color=navy face=Arial><span style='font-size:
10.0pt;font-family:Arial;color:navy'><o:p> </o:p></span></font></p>
<p class=MsoNormal><font size=2 color=navy face=Arial><span style='font-size:
10.0pt;font-family:Arial;color:navy'>Wow, thanks for all these great resources!<span
style='mso-spacerun:yes'> </span>I see that you advocate a variety of
pre-assessments in order to best determine a person’s readiness, which
makes a lot of sense to me.<o:p></o:p></span></font></p>
<p class=MsoNormal><font size=2 color=navy face=Arial><span style='font-size:
10.0pt;font-family:Arial;color:navy'><o:p> </o:p></span></font></p>
<p class=MsoNormal><font size=2 color=navy face=Arial><span style='font-size:
10.0pt;font-family:Arial;color:navy'>It made me think of something else:<span
style='mso-spacerun:yes'> </span>what is there in the way of curriculum
and materials used in DL?<span style='mso-spacerun:yes'> </span>Do folks
focus on ‘commercial packages’ or materials generated by the feds
or states, or do programs develop their own curriculum and materials?<span
style='mso-spacerun:yes'> </span>I ask this because if there are
particular requirements around assessing and reporting, then each of these
pieces would be affected by the other.<span style='mso-spacerun:yes'>
</span>And I would assume that some things work better together than others.<o:p></o:p></span></font></p>
<p class=MsoNormal><font size=2 color=navy face=Arial><span style='font-size:
10.0pt;font-family:Arial;color:navy'><o:p> </o:p></span></font></p>
<p class=MsoNormal><font size=2 color=navy face=Arial><span style='font-size:
10.0pt;font-family:Arial;color:navy'>How does all that work in programs?<o:p></o:p></span></font></p>
<p class=MsoNormal><font size=2 color=navy face=Arial><span style='font-size:
10.0pt;font-family:Arial;color:navy'><o:p> </o:p></span></font></p>
<p class=MsoNormal><font size=2 color=navy face=Arial><span style='font-size:
10.0pt;font-family:Arial;color:navy'>Thanks,<o:p></o:p></span></font></p>
<p class=MsoNormal><font size=2 color=navy face=Arial><span style='font-size:
10.0pt;font-family:Arial;color:navy'><o:p> </o:p></span></font></p>
<p class=MsoNormal><st1:PersonName><font size=2 color=navy face=Arial><span
style='font-size:10.0pt;font-family:Arial;color:navy'>Marie Cora</span></font></st1:PersonName><font
size=2 color=navy face=Arial><span style='font-size:10.0pt;font-family:Arial;
color:navy'><o:p></o:p></span></font></p>
<p class=MsoNormal><font size=2 color=navy face=Arial><span style='font-size:
10.0pt;font-family:Arial;color:navy'>Assessment Discussion List Moderator<o:p></o:p></span></font></p>
<p class=MsoNormal><font size=2 color=navy face=Arial><span style='font-size:
10.0pt;font-family:Arial;color:navy'><o:p> </o:p></span></font></p>
<p class=MsoNormal style='margin-left:.5in'><font size=2 face=Tahoma><span
style='font-size:10.0pt;font-family:Tahoma'>-----Original Message-----<br>
<b><span style='font-weight:bold'>From:</span></b> assessment-bounces@nifl.gov
[mailto:assessment-bounces@nifl.gov] <b><span style='font-weight:bold'>On Behalf
Of </span></b>Shannon Young<br>
<b><span style='font-weight:bold'>Sent:</span></b> Wednesday, July 11, 2007
4:16 PM<br>
<b><span style='font-weight:bold'>To:</span></b> The Assessment Discussion List<br>
<b><span style='font-weight:bold'>Subject:</span></b> [Assessment 847] Re:
Screening for success</span></font></p>
<p class=MsoNormal style='margin-left:.5in'><font size=3 face="Times New Roman"><span
style='font-size:12.0pt'><o:p> </o:p></span></font></p>
<p class=MsoNormal style='mso-margin-top-alt:0in;margin-right:0in;margin-bottom:
12.0pt;margin-left:.5in'><font size=1 face=Arial><span style='font-size:9.0pt;
font-family:Arial'>Hi Laura,<br>
<br>
I think the idea of a tryout period that Marie mentioned is a good one.
We also recommend careful pre-screening. During the first round of
Project IDEAL experiments, several states opened their distance programs to any
and all who expressed interest. This approach proved problematic in many
cases—students whose skills, abilities, and/or dispositions didn’t
match well with distance study quickly became frustrated. As a result, drop-out
rates were high. Programs discovered that they needed to carefully
pre-screen students in several arenas to ensure a good fit. Many now
begin by surveying students on their learning styles and preferences, time
management skills, and motivation, using their responses as a jumping off point
to talk about what distance study entails. Once some students
understand what’s involved in being a distance learner, they realize a
classroom program makes more sense for them. Prescreening also includes
assessing students’ technology skills and access as well as their basic
literacy skills. This combination of pre-assessments helps teachers
better determine (1) which students are potentially good candidates for
distance and (2) what, if any, baseline training is needed. <br>
<br>
These days, there are a variety of “is distance learning for me?”
self-assessments available online for students. I’ve included a
sample of some I’ve come across to give you an idea of what types of
topics/issues distance programs are addressing. <br>
<br>
Guilford Technical Community College (<a
href="http://www.gtcc.cc.nc.us/distance/dlForMe.html)">http://www.gtcc.cc.nc.us/distance/dlForMe.html)</a><br>
--An original and entertaining approach to helping students determine whether
distance learning makes sense for them. <br>
<br>
Student Online Readiness Tool (SORT) <a
href="http://www.alt.usg.edu/sort/">http://www.alt.usg.edu/sort/</a><br>
--Six section self-assessment created by the University System of Georgia
designed to help students determine whether they should study online. The
six areas are: Technology experience, access to tools, study habits, lifestyle,
goals and purposes, and learning preferences.<br>
<br>
Online Readiness Quiz (<a
href="http://www.pima.edu/cgi-bin/onlineReadiness/quiz.pl)">http://www.pima.edu/cgi-bin/onlineReadiness/quiz.pl)</a><br>
<br>
--This 41-item quiz from Pima Community College assesses potential distance
students in four areas: computer and technology skills, time management,
learning environment, and study and reading skills.<br>
<br>
Minnesota Virtual University: Are Distance Learning Courses for You? (<a
href="http://www.mnvu.org/mnvu/5102.jsp)">http://www.mnvu.org/mnvu/5102.jsp)</a><br>
<br>
--</span></font><font size=2 face=Arial><span style='font-size:10.0pt;
font-family:Arial'>Provides a computer scored self-assessment for distance
learners.<br>
</span></font><font size=1 face=Arial><span style='font-size:9.0pt;font-family:
Arial'><br>
Shannon<br>
</span></font><font size=1><span style='font-size:9.0pt;mso-bidi-font-family:
"Lucida Grande"'><br>
On 7/11/07 11:47 AM, "Marie Cora"
<marie.cora@hotspurpartners.com> wrote:</span></font><o:p></o:p></p>
<p class=MsoNormal style='margin-left:.5in'><font size=2 color=navy face=Arial><span
style='font-size:10.0pt;font-family:Arial;color:navy'>Hi Laura, Welcome and
thanks for your question – which is an excellent one! I’m
also looking forward to hearing from subscribers on this question.<br>
<br>
Some discussion on this can be found in one of the suggested resources,
entitled “Pre-assessments for on-line learning”. Go to:
<a
href="http://dev.nifl.gov/lincs/discussions/assessment/07assess_distance_1.html">http://dev.nifl.gov/lincs/discussions/assessment/07assess_distance_1.html</a><br>
<br>
The information in the discussion opens with a focus on “wait
periods” or “tryout periods” so that prospective students can
self-determine their ability and commitment, but it winds around to discuss
assessing skills that people need to engage in technology and distance
learning. <br>
<br>
I’d be very much interested in what List Subscribers think about that
discussion and Laura’s questions below.<br>
<br>
Marie Cora<br>
Assessment Discussion List Moderator<br>
<br>
<br>
</span></font><font size=2 face=Tahoma><span style='font-size:10.0pt;
font-family:Tahoma'>-----Original Message-----<br>
<b><span style='font-weight:bold'>From:</span></b> assessment-bounces@nifl.gov
[<a href="mailto:assessment-bounces@nifl.gov%5d">mailto:assessment-bounces@nifl.gov]</a>
<b><span style='font-weight:bold'>On Behalf Of </span></b>Laura Chenven<br>
<b><span style='font-weight:bold'>Sent:</span></b> Wednesday, July 11, 2007
10:45 AM<br>
<b><span style='font-weight:bold'>To:</span></b> The Assessment Discussion List<br>
<b><span style='font-weight:bold'>Subject:</span></b> [Assessment 842] Re:
Questions for discussion<br>
</span></font><br>
<font size=2 color=blue face=Arial><span style='font-size:10.0pt;font-family:
Arial;color:blue'>Let me raise another question. I am new to this list so
it may be something that many of you have already discussed. <br>
</span></font><br>
<font size=2 color=blue face=Arial><span style='font-size:10.0pt;font-family:
Arial;color:blue'>I work with a national labor/management partnership that
supports training and education for the incumbent healthcare workforce.
We are supporting several distance learning and hybrid nursing programs.
Because these programs are asynchronous for the most part and can fit
into many workers busy schedules, there is a great deal of interest in them.
However, because we realize that distance learning may not be the best
modality for everyone, we want to be able to be able to screen for students who
are most likely to be successful in this kind of program and also pinpoint
other students who may be successful with some extra help up front.<br>
</span></font><br>
<font size=2 color=blue face=Arial><span style='font-size:10.0pt;font-family:
Arial;color:blue'>I'd love to hear others experiences with this type of
screening. Do you find it necessary? Is it helpful? What have you
learned.<br>
I'm looking forward to hearing from you.<br>
</span></font><br>
<font size=2 color=blue face=Arial><span style='font-size:10.0pt;font-family:
Arial;color:blue'>Laura Chenven<br>
</span></font><font size=2><span style='font-size:10.0pt;mso-bidi-font-family:
"Lucida Grande"'>H-CAP National Coordinator<br>
202 257-7108<br>
lchenven@1199etjsp.org</span></font><o:p></o:p></p>
<div class=MsoNormal align=center style='margin-left:.5in;text-align:center'><font
size=3 face="Times New Roman"><span style='font-size:12.0pt'>
<hr size=2 width="100%" align=center>
</span></font></div>
<p style='mso-margin-top-alt:5.0pt;margin-right:0in;margin-bottom:12.0pt;
margin-left:.5in'><font size=1 face="Times New Roman"><span style='font-size:
9.0pt;mso-bidi-font-family:"Lucida Grande"'><br>
</span></font><b><font size=2 face=Tahoma><span style='font-size:10.0pt;
font-family:Tahoma;font-weight:bold'>From:</span></font></b><font size=2
face=Tahoma><span style='font-size:10.0pt;font-family:Tahoma'>
assessment-bounces@nifl.gov [<a href="mailto:assessment-bounces@nifl.gov%5d">mailto:assessment-bounces@nifl.gov]</a>
<b><span style='font-weight:bold'>On Behalf Of </span></b>Marie Cora<br>
<b><span style='font-weight:bold'>Sent:</span></b> Tuesday, July 10, 2007 10:34
AM<br>
<b><span style='font-weight:bold'>To:</span></b> Assessment@nifl.gov<br>
<b><span style='font-weight:bold'>Subject:</span></b> [Assessment 834]
Questions for discussion<br>
</span></font><font size=2 face=Arial><span style='font-size:10.0pt;font-family:
Arial'>Hi everyone,<br>
<br>
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!<br>
<br>
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:<br>
<br>
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.<br>
<br>
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?<br>
<br>
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)?<br>
<br>
Thanks!!<br>
<br>
</span></font><font size=1><span style='font-size:9.0pt;mso-bidi-font-family:
"Lucida Grande"'><br>
</span></font><font size=2 face=Arial><span style='font-size:10.0pt;font-family:
Arial'>Marie Cora<br>
<br>
<br>
<br>
Marie Cora<br>
marie.cora@hotspurpartners.com</span></font><font face=Arial><span
style='font-family:Arial'> <a href="mailto:marie.cora@hotspurpartners.com"><mailto:marie.cora@hotspurpartners.com></a>
<br>
</span></font><font size=2 face=Arial><span style='font-size:10.0pt;font-family:
Arial'>NIFL Assessment Discussion List Moderator<br>
</span></font><a href="http://www.nifl.gov/mailman/listinfo/assessment">http://www.nifl.gov/mailman/listinfo/assessment</a><br>
<font size=2 face=Arial><span style='font-size:10.0pt;font-family:Arial'>Coordinator,
LINCS Assessment Special Collection<br>
<a href="http://literacy.kent.edu/Midwest/assessment/">http://literacy.kent.edu/Midwest/assessment/</a><br>
</span></font><br>
<br>
<br>
.<br>
<br>
.<font size=1><span style='font-size:9.0pt;mso-bidi-font-family:"Lucida Grande"'><o:p></o:p></span></font></p>
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</span></font></div>
<p class=MsoNormal style='margin-left:.5in'><font size=1 face="Times New Roman"><span
style='font-size:9.0pt;mso-bidi-font-family:"Lucida Grande"'>-------------------------------<br>
National Institute for Literacy<br>
Assessment mailing list<br>
Assessment@nifl.gov<br>
To unsubscribe or change your subscription settings, please go to <a
href="http://www.nifl.gov/mailman/listinfo/assessment">http://www.nifl.gov/mailman/listinfo/assessment</a><br>
Email delivered to shannony@umich.edu</span></font><o:p></o:p></p>
<p class=MsoNormal style='margin-left:.5in'><font size=1 face="Times New Roman"><span
style='font-size:9.0pt;mso-bidi-font-family:"Lucida Grande"'><br>
<br>
</span></font><font size=1 face=Verdana><span style='font-size:9.0pt;
font-family:Verdana'>-- <br>
Shannon J. Young<br>
Program Manager, Project IDEAL / AdultEd Online<br>
Senior Research Area Specialist, Program on Teaching, Learning, &
Technology<br>
Institute for Social Research, The University of Michigan<br>
<br>
5116 ISR, 426 Thompson Street, Ann Arbor, MI 48106-1248<br>
Ph: (734) 763-5325<br>
Fax: (734) 615-6638<br>
Email: shannony@umich.edu<br>
Websites: <a href="http://projectideal.org">http://projectideal.org</a>
<a href="http://www.adultedonline.org">http://www.adultedonline.org</a></span></font><o:p></o:p></p>
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