Return-Path: <nifl-esl@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id j9RIo1G25387; Thu, 27 Oct 2005 14:50:01 -0400 (EDT) Date: Thu, 27 Oct 2005 14:50:01 -0400 (EDT) Message-Id: <ac78aecb.51efef6d.819de00@mirapointms3.wayne.edu> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-esl@literacy.nifl.gov Originator: nifl-esl@literacy.nifl.gov Sender: nifl-esl@literacy.nifl.gov Precedence: bulk From: Jennifer Lynn Harper <au2825@wayne.edu> To: Multiple recipients of list <nifl-esl@literacy.nifl.gov> Subject: [NIFL-ESL:11185] Re: Measuring outcomes X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 7bit Content-Type: text/plain; charset=us-ascii X-Mailer: Mirapoint Webmail Direct 3.5.6-GR Status: O Content-Length: 5291 Lines: 169 Thanks David for your help. I agree that tutors need to be open to the students changing their goals/objectives as they progress in literacy programs. Our project will be developed as a very open-minded program. I will check out the websites you listed. Thanks again, Sincerely, Jennifer Harper ---- Original message ---- >Date: Tue, 25 Oct 2005 15:49:32 -0400 (EDT) >From: David Rosen <djrosen@comcast.net> >Subject: [NIFL-ESL:11180] Re: Measuring outcomes in literacy programs >To: Multiple recipients of list <nifl-esl@literacy.nifl.gov> > >Jennifer and others, > >Of course it makes good sense to learn students' goals and to track >outcomes against them, but there are several issues which need to be >addressed in what is usually a more complicated process than >anticipated: > >1. Most ESOL/ESL students when asked directly what they want to >accomplish will say "learn English." Fine, but not very helpful for >this purpose. An individual or group process is needed to help >students: > >a. reflect on and articulate why they want to learn English (to talk >with local merchants, to talk with health care providers, to >communicate with their children's teachers (orally and in writing) to >help their children with homework, etc. >b. sort out the longer term goals from the short-term objectives >which could be measured during participation in the program (usually >within the funding year) >c. periodically check in to review if these objectives are the same >or have changed, and if progress is being made. > >2. If you measure (only) whether or not the original goals/objectives >have been met, you may miss something even more important: have the >goals and objectives changed? Students who enter the program saying >they want to learn English to navigate the public transportation >system, to shop at supermarkets, to read mail, and to read a >newspaper in English who still have (only) the same objectives two >years later may not be progressing as fast as students whose goals >and objectives are changing, including: getting a high school >diploma, entering a job training program, continuing on to college, >advocating verbally and in writing for changes in the community, >etc. In other words, change (expansion and addition) of goals may >itself be an positive outcome. > >3. Often a goals process because of limited time, is reduced to a >checklist, and students are asked to say which items on the checklist >they have as goals or objectives. Too often this is done once, when >they enroll, which is often too soon for some students to know what >their objectives are, or before they even know what might be possible >as objectives, and once again toward the end of the program year. A >goals process must be ongoing, re-visited periodically, perhaps >monthly or quarterly, in one-on-one or small group sessions >facilitated by a teacher or counselor. > >4. Attainment of goals is one measure of success, but it should be >accompanied by other measures, for example, acquisition of language >skills as measured by standardized instruments, increased knowledge >about and understanding of how to use community institutions and >resources, greater community inclusion, increased efficacy, increased >confidence in learning, and/or others. > >You might want to also post your question on the NIFL- Assessment list >( to subscribe, go to http://www.nifl.gov/lincs/discussions ), and >also look at the research and professional wisdom to be found in the >Assessment area of the Adult Literacy Education Wiki > > http://wiki.literacytent.org/index.php/Assessment_Information > > While there, check out: > > 1. Commercially Available Assessments: Best, Best Plus, >Casas > 2. Performance-Based Assessments: Equipped for the >Future, Reep writing Process and Rubric > > >Also look at the LINCS Assessment Special Collection > > http://literacy.kent.edu/Midwest/assessment/ > >David J. Rosen >djrosen@comcast.net > > >On Oct 25, 2005, at 2:39 PM, Jennifer Lynn Harper wrote: > >> Hello all, >> I'm a current LIS student at Wayne State University in >> Michigan. I'm VERY interested in literacy issues. I'm >> currently working on an assignment where we have created our >> own literacy service. It is fiction. We will not be setting >> up an actual literacy service, but we need to add certain >> components to our written proposal: ex. how we will measure >> outcomes. >> >> We are trying to find ways of measuring outcomes. We decided >> that it is best for literacy students to set their OWN >> goals. One way we have decided to measure outcomes is >> through a goals sheet. We would ask the students their goals >> in the beginning of the program, and then interview them to >> find out when they have achieved their goals. All of this >> information would be recorded and used as a way of measuring >> success. >> >> That is our main way of measuring outcomes. Do any of you >> have interesting methods of measuring outcomes in literacy >> programs that you would be willing to share? >> >> Thanks in advance, >> Sincerely, >> Jennifer Harper >> JLHarp21@aol.com >> >> >> >
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