Susan, 

I would appreciate receiving a copy.


Bonner, Ann wrote:



>Susan,

>

> 

>

>If you could also forward a copy to me, I would appreciate it.

>

> 

>

> 

>

>Ann Bonner| Interim Director, Center for Adult and Family Literacy

>

>The Community College of Baltimore County 

>

>7200 Sollers Point Road, Baltimore, MD   21222

>443-840-3094  |  443-840-3557  |  abonner at ccbcmd.edu 

>CCBC. The incredible value of education

>

> 

>

> 

>

> 

>

>From: assessment-bounces at nifl.gov [mailto:assessment-bounces at nifl.gov]

>On Behalf Of Bullock, Joyce (KYAE)

>Sent: Friday, February 06, 2009 12:22 PM

>To: The Assessment Discussion List

>Subject: [Assessment 1740] Re: Adult Ed Math & Accuplacer, cont.

>

> 

>

>Susan, I would like to request a copy. 

>

> 

>

>Joyce Bullock

>

>Associate, Kentucky Adult Education

>

>Council on Postsecondary Education

>

>1024 Capital Center Drive, Suite 250

>

>Frankfort, KY 40601-8204

>

>www.kyae.ky.gov <http://www.kyae.ky.gov/> 

>

>800-928-7323

>

>502-573-5114, ext 118

>

>Cell: 502-330-3433

>

> 

>

> 

>

> 

>

>From: assessment-bounces at nifl.gov [mailto:assessment-bounces at nifl.gov]

>On Behalf Of Shrestha, Pamela

>Sent: Friday, February 06, 2009 11:10 AM

>To: The Assessment Discussion List

>Subject: [Assessment 1732] Re: Adult Ed Math & Accuplacer, cont.

>

> 

>

>Susan:  I would also like to receive a copy.  Thanks.

>

> 

>

>Pamela Shrestha, Educational Consultant

>

>Florida Department of Education

>

>Pamela.shrestha at fldoe.org 

>

> 

>

>________________________________

>

>From: assessment-bounces at nifl.gov [mailto:assessment-bounces at nifl.gov]

>On Behalf Of Barbara Tondre

>Sent: Thursday, February 05, 2009 5:14 PM

>To: 'The Assessment Discussion List'

>Subject: [Assessment 1707] Re: Adult Ed Math & Accuplacer, cont.

>

> 

>

>Susan, I would like to request a copy - electronic or paper?  Barbara

>Tondre 

>

> 

>

>________________________________

>

>From: assessment-bounces at nifl.gov [mailto:assessment-bounces at nifl.gov]

>On Behalf Of Susan Kidd

>Sent: Thursday, February 05, 2009 3:35 PM

>To: 'The Assessment Discussion List'

>Subject: [Assessment 1705] Re: Adult Ed Math & Accuplacer, cont.

>

> 

>

>A couple of years ago a group of ABE math teachers from Washington State

>looked at the content of  CASAS Life Skills and Employability, the GED

>and both the COMPASS and ASSET Numeracy/Pre-Algebra tests. If anyone

>would like to see the crosswalk they created, I'd be glad to send you a

>copy.

>

> 

>

> 

>

>Susan

>

> 

>

>Susan Kidd

>

>ABE Professional Development Coordinator

>

>State Board for Community & Technical Colleges

>

>office phone: 509-682-6968

>

>cell phone: 509-630-4520

>

>skidd at sbctc.edu

>

> 

>

> 

>

> 

>

>From: assessment-bounces at nifl.gov [mailto:assessment-bounces at nifl.gov]

>On Behalf Of Joyce Winters

>Sent: Thursday, February 05, 2009 9:50 AM

>To: The Assessment Discussion List

>Subject: [Assessment 1696] Re: Adult Ed Math & Accuplacer, cont.

>

> 

>

>Thanks so much for your work and offer to share it, Tom.  Has anyone

>also done this kind of work with the Compass placement test?

>

> 

>

> 

>

>Joyce Winters, 

>

>Professional Development Specialist

>

>NWRC/Owens Community College

>

>2249 Tracy Road, Room 169

>

>Northwood, Ohio 43619

>

>567-661-7675

>

>joyce_winters at owens.edu

>

>

>

>>>> "Mechem, Thompson" <tmechem at doe.mass.edu> 2/5/2009 10:35 AM >>>

>

>Ramsey, et al.---

>

> 

>

>Well, I can tell you what in my amateurish way I have done. For a number

>of years part of my job has been to make presentations to GED teachers

>and program directors regarding what skill sets are needed for success

>on the five parts of the GED tests. As you know, no one can see the GED

>tests, so it's hard for teachers to know what to teach or what it means

>that one of their students got a 410 on the Writing test, and so on. The

>GED Testing Service in Washington provides us with valuable information

>on the most-missed questions (based on their analysis of every test

>taken world-wide since January 1, 2002); we have the GED Item-Writing

>Manuals, which give valuable insights into the philosophy of how the GED

>questions are formulated; and we pester the GEDTS at every opportunity

>for more info. Teachers have found this to be valuable for the most

>part.

>

> 

>

>Lately I have focused more on the Math because it is the main reason for

>GED failures and it is far and away the main reason that GED grads end

>up in developmental courses.

>

> 

>

>Last spring, after it finally sunk in that GED grads were not getting

>anywhere near as far as they needed in post-secondary education, that a

>great majority  were wallowing in (mostly math) developmental courses,

>that poor performance on the ACCUPLACER math test was one of the main

>reasons for that, and that there was no correlation between a GED math

>score and an ACCUPLACER algebra score, I took the ACCUPLACER Algebra

>test (something I recommend everyone interested in this subject to do).

>And I almost threw up, not just for myself, trying to battle through it,

>but for our GED grads, knowing what it was going to look like to them.

>So I took the ACCUPLACER dozens more times and I have put together

>another presentation for teachers and program directors which talks

>about the differences (in philosophy, in how the test is presented and

>taken, and in the skills sets needed) and starts the dialogue as to how

>we can create a GED math curriculum that prepares our students to pass

>the GED tests, do well enough on the ACCUPLACER to avoid developmental

>courses, and succeed in college Math classes.

>

> 

>

>(Here's a brief example: if the GED test wants you to use the formula

>for the area of a rectangle, it will create a "real-life" situation in a

>word problem, somebody building a patio or whatever, and the answer will

>be what our GED students consider an "answer," "460 square feet" or

>something like that. On the ACCUPLACER, the rectangle will have a width

>of "x" and a length of "x + 3," so the area will be (I can't type the

>exponent, but...) "x2 + 3x" and all the multiple-choice wrong answers

>will be in that form, more or less.)

>

> 

>

>These presentations have been great for me because of the tremendous

>enthusiasm and input from the teachers, "Well, here's a difficulty you

>present and here's how I address that in my class." And the discussion

>this week has been fabulous in that respect as well: so many dedicated

>people and so many fantastic ideas I can hardly steal them all.

>

> 

>

>If anyone were to e-mail me off-list, I could send you my PowerPoint

>presentation: one man's opinion, a work in progress, but perhaps food

>for further thought.

>

>Tom Mechem 

>GED State Chief Examiner 

>Department of Elementary & Secondary Education 

>Commonwealth of Massachusetts 

>781-338-6621 

>"GED to Ph.D." 

>

>	-----Original Message-----

>	From: assessment-bounces at nifl.gov

>[mailto:assessment-bounces at nifl.gov]On Behalf Of Ramsey Ludlow

>	Sent: Thursday, February 05, 2009 8:50 AM

>	To: The Assessment Discussion List

>	Subject: [Assessment 1684] Re: Adult Ed Math & Accuplacer, cont.

>

>	Very interesting, Donna. You refer to Tom Mechem's

>identification of the math that is tested on the Accuplacer. What are

>those, and how do we get that info? 

>	

>	Thanks,

>	

>	Ramsey Ludlow

>	Oxford / Buckfield Hills Adult Education

>	South Paris, Maine 04281

>	

>	Donna Chambers wrote: 

>

>	Jessie,

>

>	 

>

>	Thank you for bringing up the issue of the less rigorous current

>NEDP math requirements.  As you mentioned, CASAS is in the process of

>revalidating the competencies, but we cannot wait for this work to be

>completed.  Here is how we are planning to address this in RI to be fare

>to the NEDP graduates who are planning to move on to college or other

>post-secondary programs through our Transitions program.

>

>	 

>

>	All NEDP candidates are informed when they first enter the

>program that by fulfilling the national requirements they will still

>need further work to meet the demands of most post-secondary programs.

>Since our pilot will blend both TTC and NEDP, candidates will fulfill

>the NEDP math requirements as a first step and a base.  This math is

>basic arithmetic.  Our combined National External Diploma

>Program/Transitions to College Program will have the additional

>requirements of learning, practicing and being assessed in the math that

>is being tested on the Accuplacer (which my good buddy, Tom Mechem, has

>so painstakingly identified.)   This is targeted scaffold instruction

>that requires competency-based assessment (no one gets by without

>demonstrating understanding).  You might call this NEDP Plus,  since

>these participants will be going beyond the NEDP competencies to earn

>their diploma. The reading and writing will also have increased rigor.

>What we will be doing is adding RI Transitions to College requirements

>to the NEDP requirements.  This work does not change the existing NEDP

>requirements, but offers additional activities beyond for our Rhode

>Islanders.

>

>	 

>

>	Massachusetts Adult Diploma Program has a similar process in

>that all diploma participants must meet the state MCAS rcompetency

>determination before a diploma can be awarded.  In many ways, these

>graduates are more ready academically to transition into college because

>they are required to demonstrate understanding. 

>

>	 

>

>	I hope this helps. 

>

>	Donna Chambers

>

>	 

>

>	 

>

>	 

>

>	  ----- Original Message ----- 

>

>		From: Jessie Stadd <mailto:jstadd at gmail.com>  

>

>		To: Assessment at nifl.gov 

>

>		Sent: Wednesday, February 04, 2009 7:13 PM

>

>		Subject: [Assessment 1677] Adult Ed Math & Accuplacer,

>cont.

>

>		 

>

>		Hi All,

>

>		I am the Program Coordinator for Academy of Hope and

>Beyond Talent's Pathways College Preparation Program, currently

>Washington D.C.'s only college prep program for adult learners.  Unlike

>states where adult ed programs are housed in community colleges or

>public schools, the district relies on community-based non-profit

>organizations such as ours. In addition to Pathways, Academy of Hope

>offers ABE/GED classes and Beyond Talent offers peer-mentoring to

>non-traditional graduates.

>

>		 

>

>		Pathways follows the College Prep model and is comprised

>of three month-long modules: writing, math, and college prep & career

>development (applications, financial aid documents, etc.).  Our Pathways

>students are primarily GED or EDP graduates, although we have had

>several high school graduates in the program. All enter the program with

>generally weak math skills. Most will attend our local university, UDC,

>or neighboring community colleges in Virginia or Maryland, all of which

>use the Accuplacer. Prior to starting, most of our GED and EDP graduates

>placed into remedial math classes. 

>

>		 

>

>		To address your point, Donna, while all of our students

>need extra work in math, we have found that GED graduates generally have

>higher math skills than our EDP graduates. Our GED graduates have some

>understanding of algebra (at least of its existence!) but that is not

>the case for the EDP grads. EDP learners entering the program scored in

>the 210s and 220s on the B level math CASAS. As a GED instructor, I had

>always felt that the less rigorous math requirements of EDP were a

>benefit and allowed students to earn a credential who otherwise might

>not. However, as a college prep program coordinator, EDP is doing a

>disservice to its students who believe that since they earned an actual

>high school diploma they are prepared for college. I understand that EDP

>is now in the process of revamping their competencies to increase the

>amount of math required. For those students who are interested in

>pursuing higher education, I do believe this is a positive step.

>

>		 

>

>		Thank you,

>

>		Jessie Stadd

>

>		AoH Program Coordinator, Pathways College Preparation

>Program

>

>		Lifelong Learning Coach, Academy of Hope/Beyond Talent

>

>________________________________

>

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