I am talking about English language GED students, those with skills high enough to enable them to succeed in an Adult Secondary Ed class.

av

________________________________
From: assessment-bounces at nifl.gov [mailto:assessment-bounces at nifl.gov] On Behalf Of Helton, B.J. (KYAE)
Sent: Tuesday, February 03, 2009 5:41 AM
To: The Assessment Discussion List
Subject: [Assessment 1570] Re: Assessment Digest, Vol 41, Issue 1-- Transitions: Resources, Obstacles, Etc.

Are you talking about all GED(r) students or just ESL GED students?

From: assessment-bounces at nifl.gov [mailto:assessment-bounces at nifl.gov] On Behalf Of Coyle, Av
Sent: Monday, February 02, 2009 4:47 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<mailto: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
-------------- next part --------------
An HTML attachment was scrubbed...
URL: http://www.nifl.gov/pipermail/assessment/attachments/20090203/dcf9ec7d/attachment.html