![Programs](https://webarchive.library.unt.edu/eot2008/20090901130845im_/http://nifl.gov/images/subHead_program.jpg)
Programs & Projects
The Institute is a catalyst for advancing a comprehensive national literacy agenda.
[Assessment 1959] Re: DIBELS
Jean Marrapodi
jmarrapodi at applestar.orgSun May 31 17:18:52 EDT 2009
- Previous message: [Assessment 1955] Re: DIBELS
- Next message: [Assessment 1963] Re: DIBELS
- Messages sorted by: [ date ] [ thread ] [ subject ] [ author ]
Gail,
I think you raise the key point here when you said
“It is scored and returned-- with a diagnostic of strengths and weaknesses -- and be able to sit down with a teacher and set goals -- on the same day. The same day feedback and discussion -- is huge -- no matter what the assessment is. “
The key is the diagnostic element of using the test for more than a number for placement. Too often the TABE and the CASAS become a number that is used to pinpoint the NRS level and a score for comparison at the next testing period. When that happens, the tests have little value. Adult students and their teacher/tutors have a joint responsibility in the learning process, and their dual enlightenment of specific strengths and weaknesses is key to helping them over the next hurdle.
Jean Marrapodi
From: assessment-bounces at nifl.gov [mailto:assessment-bounces at nifl.gov] On Behalf Of Gail B
Sent: Saturday, May 30, 2009 5:02 PM
To: The Assessment Discussion List
Subject: [Assessment 1955] Re: DIBELS
Thank you Forrest for your reality check and reminder of the actual resource issues that adult ed programs face
Yes it would be great if there was a magic assessment -- yet for many of ABE students -- TABE, itself, can be illuminating -- we have found in a small program that students are surprised to take an assessment, have it scored and returned -- with a diagnostic of strengths and weaknesses -- and be able to sit down with a teacher and set goals -- on the same day. The same day feedback and discussion -- is huge -- no matter what the assessment is.
That is a far cry from the high stakes testing in the public schools -- which have both baffled and demoralized them - where the results don't come back until months after the test was taken -- -- and the results rarely come to the student with strategies for improvement -- I think that increased development effort on making it easier and faster for teachers / literacy to apply existing assessments - is part of the improvement puzzle.
Gail Bundy
Board Member
Native American Multi-Cultural Education School
Denver, CO
__________________________________________________
D O T E A S Y - "Join the web hosting revolution!"
http://www.doteasy.com
-------------- next part --------------
An HTML attachment was scrubbed...
URL: http://www.nifl.gov/pipermail/assessment/attachments/20090531/c0810ad9/attachment.html
- Previous message: [Assessment 1955] Re: DIBELS
- Next message: [Assessment 1963] Re: DIBELS
- Messages sorted by: [ date ] [ thread ] [ subject ] [ author ]
More information about the Assessment discussion list