Dear Ann and All,

It's inconceivable to me that we would ask students to take tests and wait
for their scores for any extended period of time-no question that motivation
would fall dramatically. Search other areas where you can cut costs, or go
to an understanding donor for funding specific to this expense since getting
test results is so crucial to keeping a student's motivation strong (rarely
do our students fail a test and they almost always do quite well in the
sense of being pleased with their scores). 

 

As others have pointed out, one of our greatest barriers is episodic
attendance, and if we were to delay test results, I am sure that attendance
would become even spottier.

Stephanie Moran

 

From: assessment-bounces at nifl.gov [mailto:assessment-bounces at nifl.gov] On
Behalf Of Coyle, Av
Sent: Monday, February 02, 2009 2:47 PM
To: The Assessment Discussion List
Subject: [Assessment 1566] Re: Assessment Digest, Vol 41, Issue 1--
Transitions: Resources, Obstacles, Etc.

 

Dear Maria,

 

Thank you for describing your very insightful and sensitive approach to the
power of motivation and support.  

 

I'm interested in others' experience and views, and perhaps relevant
research and data, on the motivational effect of prompt feedback of
assessment results and the discouraging effect of delayed feedback   I teach
GED Distance Learning in a California adult school with a very tight budget,
and one of our ways of saving money is to send in a student's GED reading,
social studies and science tests together for scoring, not singly as the
student takes them.  This means that a student might start out taking the
reading test, then do preparation in science and take that one, and finally
prepare for the social studies test and take that one.  Only then are the
students' 3 tests sent off for scoring.  The rationale is that this saves on
the cost of answer sheets, postage, fees and handling.  The result is that a
student might wait several weeks or a month or even several months before
getting any results at all.  

 

While I have regretted this practice, I now have subjective and anecdotal
evidence of the very positive motivational effect of feedback.  In December
of 2008 we were required to send in all GED tests for the year for scoring,
whether or not a student had taken the "big three."  Every one of my
students who received results in January was enormously happy and motivated
to realize that s/he had received passing scores.  Already, in less than a
month, I observe renewed commitment and perseverance on the part of those
students who now realize that they have passed one or two tests, and know
that they CAN pass others.  Receiving those passing scores, sometimes after
a wait of several months, has been a major incentive to students to keep
their appointments and persevere in their GED preparation.

 

As I prepare to lobby for sending in students' tests for scoringindividually
as they take them rather than waiting until they taken the 3, even if it
means a slightly increased fee, I would be grateful for your input on this
topic. 

 

 

Ann Veronica Coyle

Watsonville/Aptos Adult Education

294 Green Valley Road

Watsonville, California 95076

av_coyle at pvusd.net

831-786-2160

831-786-2100, Ext. 2528

831-786-2193 FAX

 

 

 

 

From: assessment-bounces at nifl.gov [mailto:assessment-bounces at nifl.gov] On
Behalf Of Charlene Salazar
Sent: Monday, February 02, 2009 11:14 AM
To: assessment at nifl.gov
Subject: [Assessment 1561] Re: Assessment Digest, Vol 41, Issue 1--
Transitions: Resources, Obstacles, Etc.

 


Maria - 

I went over your questions for the subscribers and I hope that the
information that I provide you with will help. I am the Transitions Liaison
for the Del Mar College Department of GED Instruction. When I was hired for
this position there were no guidelines. I was given the opportunity to
design it in any fashion that I wished just as long as the job was
successful and it got done. As a former GED graduate, I thought to myself
what were the things that helped me move into post-secondary education. The
first 2 things were motivation and support. 

When students step into a different educational arena it can be very
intimidating for them; scary. Fear can make students turn and run in a
different direction. A direction that will often not include a college
education. So I told myself that when I met with a student, I was going to
do everything in my power to motivate, support, and encourage these
students. I try to make my students feel comfortable and confident and I do
that by informing them of my educational journey of GED student to college
graduate. I don't sugar coat anything and let them know that it will be
tough and challenging, but so very rewarding in the end. 

Changing a student's "I can't" mind set to an "I can" allows them to start
peeling away the layers of fears they have developed. I tell my students
that there is no way they can move forward if they have one foot stuck in
the past. Whatever it was that led them to this GED program doesn't matter
anymore. They are here to get a GED, enter college, and/ or workforce and
they must focus on the here and now. 

Another thing that works for me is making sure all our students know who I
am. I teach new student orientation, attend awards assemblies, do classroom
visits, and eat lunch with them whenever my schedule permits. So by the time
a student comes in for a transitioning appointment, they already know me and
feel comfortable talking to me. 

Knowledge is my best resource. I must be knowledgeable about everything the
transtioner is going to have to deal with: 

1. Knowing all the key people in every department on campus(s) 
2. College Majors - does Del Mar College have associate and certificate
programs in the students field of interest 
3. Admissions requirements and placement tests such as the THEA and COMPASS 
4. Tuition Costs 
5. Financial Aid - What is it and how do I apply for it? 
7. College Advising - Placement test scores and will the student have to
enroll in remedial courses, degree plans and class schedules. 
8. Registration 

Availability is also key. I have an open door policy and make myself
available to all our students day or night. For example: If a student is
trying to register and doesn't know where to go or who to talk to, they can
call me on their cell phones and I will walk them through the whole process
over the phone. You have to let your students know that you care and you are
there. 

If you ahve any other questions, please send them my way. 

Charlene Salazar

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