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[Assessment 1768] Re: Adult Ed Math & Accuplacer, cont.
Roger Berg
bergroger at mac.comSun Feb 8 23:06:15 EST 2009
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I al;so would like one, please.
Roger Berg
Senior Strategic/Community Planner
Literacy Program at the Plymouth Library
Plymouth, MA 02360
nqr at mac.com
508.746.3645
On Feb 8, 2009, at 10:07 PM, dcingeorgia at aol.com wrote:
> I would also like a copy.
> Thanks,
> Donna Cutler
> Coordinator of Instruction
> Muscogee County School District Adult Education
> dcutler at mcsdga.net
>
>
> -----Original Message-----
> From: Catherine Brewer <Kitty.Brewer2 at PickawayRoss.com>
> To: The Assessment Discussion List <assessment at nifl.gov>
> Sent: Sun, 8 Feb 2009 9:16 pm
> Subject: [Assessment 1766] Re: Adult Ed Math & Accuplacer, cont.
>
> Hi Susan
>
> It appears your crosswalk is quite popular. Please email me a copy.
>
> Thanks
>
> Kitty
>
> Catherine Brewer, Coordinator
> Academic Sussess Center and Ross
> County ABLE/GED
> 285 W. Water Street
> Chillicothe, Ohio 45601
> Phone: (740)779-2035
> FAX: (740)779-9609
> email: kitty.brewer2 at pickawayross.com
>
> If you're willing, we're ABLE.
> From: assessment-bounces at nifl.gov [assessment-bounces at nifl.gov] On
> Behalf Of Jessie Stadd [jstadd at gmail.com]
> Sent: Friday, February 06, 2009 10:03 AM
> To: The Assessment Discussion List
> Subject: [Assessment 1727] Re: Adult Ed Math & Accuplacer, cont.
>
> Hi Susan,
> I'd also like to request a copy, if I could.
> Thanks,
> Jessie
>
> On Thu, Feb 5, 2009 at 4:34 PM, Susan Kidd <SKidd at sbctc.edu> wrote:
> 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, a nd 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
> 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 d o 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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Roger Berg
Senior Strategic/Community Planner
Literacy Program at the Plymouth Library
Plymouth, MA 02360
nqr at mac.com
508.746.3645
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