Return-Path: <nifl-fobasics@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id hBBIcFm15014; Thu, 11 Dec 2003 13:38:15 -0500 (EST) Date: Thu, 11 Dec 2003 13:38:15 -0500 (EST) Message-Id: <1148975062.1071149914@[192.168.1.150]> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-fobasics@literacy.nifl.gov Originator: nifl-fobasics@literacy.nifl.gov Sender: nifl-fobasics@literacy.nifl.gov Precedence: bulk From: Ellie Drago-Severson <seversel@gse.harvard.edu> To: Multiple recipients of list <nifl-fobasics@literacy.nifl.gov> Subject: [NIFL-FOBASICS:891] RE: Managing Statistics/Teaching to the t X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 7bit Content-Type: text/plain; charset=us-ascii; format=flowed X-Mailer: Mulberry/3.0.3.1 (Mac OS/PPC) Status: O Content-Length: 4403 Lines: 118 THANK YOU! I'LL SHARE THIS AS WELL! --On Thursday, December 11, 2003 1:33 PM -0500 Andres Muro <AndresM@epcc.edu> wrote: > Go to www.nifl.com > > Click on the Lincs hyperlink. click on the discussion hyperlink. Select > the discussion that you want and follow the directions to unsubscribe. > > Andres > >>>> Nhi.Le@pfizer.com 12/11/03 10:37AM >>> > I've asked someone on this mailing list to give me more information on > what this organization is; however he did not respond. > > How can I get off this mailing list? > > -----Original Message----- > From: Nixon S. Griffis [mailto:ngriffis@bellsouth.net] > Sent: Wednesday, December 10, 2003 10:52 AM > To: Multiple recipients of list > Subject: [NIFL-FOBASICS:871] RE: Managing Statistics/Teaching to the > test > > > Welcome to the wonderful world of education Mr. Boone. Teaching to the > test is more and more part of the curriculum by necessity for many > teachers. > > Suggestion 1. Duplicate each question couching that question in different > forms. Make twenty examples of such a question. Then drill your students > over and over again until each student is capable of answering that > question. Math and language are the easiest to accomplish. Usage, grammar > mechanics, math solutions are logical and can be set out in rule form. > Reading is much more difficult because of the subtle skills needed to be > developed over long terms of time in order to build comprehension and > speed. See suggestion 2. for Reading. Oh yes, because you will have > M(6-7grade), D(8-10)and A(11-12) level students you will need to have > three sets of curriculum. > > Suggestion 2. Go through the TABE test and pick out keywords and words > that are at a level that indicates to you that your students need to see > their definitions. Teach those words to your students. It will amaze you > how easily you can spot these words after working with your students for > a bit of time. > > Reading's largest factor, after being able to call words, is made up > of our > ability to give our minds the proper definition of words that are being > used in the text. This is meekly known as vocabulary, these days. TABE > can only choose a small fraction of vocabulary and keywords in its' > tests. That, I believe, is why reading assessment tests are so inept at > showing progress. The odds are infinitely small, given the number of > words in our language, that your students will have looked up the words > contained in the test. > > We are still in such a state of development on this subject that I > do not > even think anyone has made an official ruling as to if teaching the > specific vocabulary of the TABE is allowed. > > Anyone out there know about this issue? > > -----Original Message----- > From: nifl-fobasics@nifl.gov [mailto:nifl-fobasics@nifl.gov]On Behalf Of > Richard T. Boone > Sent: Wednesday, December 10, 2003 9:36 AM > To: Multiple recipients of list > Subject: [NIFL-FOBASICS:869] Managing Statistics > > > > > I run a small computerized Workplace Literacy lab and have several > questions. > I hope I may receive some feedback on the following topics. > > 1) Students are referred to me for a 30-60 day time period to "bring > their > scores up", so they may enter some form of training. What would be > considered a normative increase in TABE scores for students averaging 20 > hours a week in the lab? > I do realize that "I am teaching to the TABE", but I see no alternative > given the short time periods. > 2) Every 50 hours I am supposed to retest students giving the > complete TABE battery. Several students will drop out right after > retesting; they know they have done poorly even before the tests are > scored. How do you deal with this problem? > > 2) I am highly dependant on state, labor and county officials for > referrals. > It appears that their job criteria demand that data management is the > overriding concern. The "goals" of students must be met at close to a 100% > success rate, so data must be managed to accomplish this success rate. How > do others deal with this? > > > > > ________________________________________________________________ > Sent via the Vineland WebMail system at vineland.org > > > > > > Ellie Drago-Severson, Ed.D. Lecturer in Education Harvard Graduate School of Education 219 Longfellow Hall, Appian Way Cambridge, MA 02138 Voicemail: 617.496.4963 Fax: 617.864.1315
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