Return-Path: <nifl-4eff@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id iAG1l1021963; Mon, 15 Nov 2004 20:47:01 -0500 (EST) Date: Mon, 15 Nov 2004 20:47:01 -0500 (EST) Message-Id: <681A95205B5ACB4AAD697401486AE7120470F5@hal9000.lvgh.prv> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-4eff@literacy.nifl.gov Originator: nifl-4eff@literacy.nifl.gov Sender: nifl-4eff@literacy.nifl.gov Precedence: bulk From: "George Demetrion" <george.demetrion@lvgh.org> To: Multiple recipients of list <nifl-4eff@literacy.nifl.gov> Subject: [NIFL-4EFF:2879] RE: FW: [NIFL-ASSESSMENT:709] RE: EFF in CT? X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 8bit Content-Type: text/plain; Status: O Content-Length: 14345 Lines: 369 Thank you Jenny, I agree with you that EFF can be implemented in volunteer tutoring programs, though my understanding is that that's the exception rather than the rule. I would not say, therefore that EFF will not work for us because of the volunteer nature of our program, though I do believe it's a complicating factor. My job has shifted this year, so I'm new to the particular program I'm managing now. I had operated this program from 1987-1996 and came back to the agency in 2000 in another assignment. The program has gone through several staff changes and changes in educational philosophy, which, in various ways influences the current pedagogical climate. As things stand now, we are working out of a balanced or integrated theory of reading in a that includes a systematic phonemic-based program via the Wilson Reading System for one of our two days. The other day includes a combination of basic and life skills and comprehension work in a variety of major topic areas including employment, family education, civics, money management, health, and student generated texts. If there is a metaphor that characterizes our program it is that of the good school, and I have sought to bring a Deweyan sensibility of literacy as growth to the work. Our agency is in the first year of implementing a new strategic plan and there are a lot of reorganization issues that I am in the middle of. Within this mix I am also paying attention to curriculum and have instituted certain changes this year in broadening our instructional materials linked to various areas of student interests as indicated above. How these changes get played out next year I'm not quite sure. Certainly EFF is a possibility and the comprehensiveness of it both attracts me and raises apprehensions of shooting for something that either (a) is beyond what we can bring on, or (b) does not fit our culture. There will be some time next term to give this issue of curriculum focus additional thought. The extent to which EFF will be factored into this planning process is something that remains to be seen. My sense is that to go forward in that direction, there would have to be a compelling reason to do so. That may become evident or the roadblocks to such an implementation may seem to much to deal with. My co-worker tells me we have to leave the office now. Best, George Demetrion -----Original Message----- From: nifl-4eff@nifl.gov [mailto:nifl-4eff@nifl.gov] On Behalf Of Jenny Ransone Sent: Monday, November 15, 2004 4:50 PM To: Multiple recipients of list Subject: [NIFL-4EFF:2876] RE: FW: [NIFL-ASSESSMENT:709] RE: EFF in CT? Hello Andy, George and all, George, I reread your posts and you seem to suggest that EFF and EFF assessment will not work for you because you have a volunteer program. First let me say that I coordinate a volunteer program that has been what I consider an EFF program for at least four years. I train my tutors in EFF theory and assessment. My tutors are asked to look for progress using the four dimensions of performance as stated in the EFF assessment framework. I look forward to the day when we, as a volunteer program, are able to use EFF assessment tasks, especially in Speak So Others Can Understand. The vast majority of my ESL students are concerned with speaking and we do not have an assessment tool adequate for these needs. That is, we do not have an assessment that adequately tells me how well a student can convey meaning and successfully communicate. I believe that the EFF Assessment will do that. I have seen the sample tasks for reading and they tell us so much about a person's ability to function! I continue to be convinced that EFF is useful in the widest variety of situations. Jenny Ransone Program Coordinator Adult Learning Center Johnson County Public Library Franklin, IN -----Original Message----- From: Andy Nash [mailto:andy_nash@worlded.org] Sent: Monday, November 15, 2004 4:17 PM To: Multiple recipients of list Subject: [NIFL-4EFF:2874] FW: [NIFL-ASSESSMENT:709] RE: EFF in CT? Hello George, While I share your appreciation for EFF's attention to teaching/learning as a process, I think you're missing an opportunity to gather useful evidence by not using the assessment tools it offers (in addition to the CASAS tests you use for reporting). EFF does have a "product" aspect as well - the product is a performance that demonstrates a student's ability to actually apply a skill to a real-life task (or competency). If you assess student performance against the EFF level descriptors, you get a great deal of information about not only whether or not the student can accomplish the task, but about where her strengths and weaknesses lie. If a student is ineffective in carrying out a speaking task, is it because she has not taken into account her audience and purpose? Needs to work on her pronunciation skills? Isn't clear, herself, about what she wants to say? Isn't paying attention to the listener's signs of confusion? The contribution that EFF makes to assessment is that it helps you identify what part of the applied skill process has broken down. So I guess I'm wondering, given your recognition that many kinds of tools can shed light on different aspects of learning, why you don't seem to be taking advantage of EFF assessment tools when they are so consistent with your approach to teaching/learning? And I'd love to hear from others who have, perhaps, used EFF to informally assess how well their students are able to use their skills in a growing range of situations. Andy Nash NELRC/World Education Anash@worlded.org Cross-posting -----Original Message----- From: nifl-assessment@nifl.gov [mailto:nifl-assessment@nifl.gov] On Behalf Of George Demetrion Sent: Friday, November 12, 2004 11:10 AM To: Multiple recipients of list Subject: [NIFL-ASSESSMENT:709] RE: EFF in CT? Hello Maria and others, Our curriculum mix draws on elements of CASAS and EFF (implicitly) as well as on a wide array of student-generated texts. CASAS and EFF (the first more linear and product oriented, the second more "constructivist" and process oriented) are different, though I also know that there have been various efforts at establishing crosswalks between the two. That is, the differences are a matter of degree that shares some important common elements. We're free to choose whatever curriculum orientation makes sense even though the state requires CASAS scores, which provides a minimal common baseline. If one were going to argue that assessment is only valid if it is reasonably (and ideally rigorously) integrated with the curriculum, there would probably be a problem with most of the existing accountability frameworks. Given the assumption that from a technical point of view such an assumption is correct, if one is willing to loosen up notions of what is achieved as a result of formal testing, then one can begin to look at such measures as CASAS assessments as data that can shed certain light on what students may or may not be learning through instructional programs. When that is combined with related data on attendance, instructional hours, achievements, etc., examined at a macro level (whether agency- or state-wide), such information can be useful in facilitating further probing into an understanding of what may be going on. That is, such data can be useful in contributing to a discussion that then may require further analysis. Problems come in only when such indicators as standardized tests become viewed as accurate in themselves as an assessment tool, and even more so in "high-stakes" dramas where much in terms of program and agency accountability is determined based on the numbers. As a program and curriculum constructor I draw on a wide range of information and resources in the putting together of a program that I feel is viable. Reasonable success not only requires a certain coherence in the program's internal structure, but the capacity to effectively mediate tensions pervasive in the external environment. EFF appeals to me in a variety of ways (as an instructional model and as a system). While "logically" it would not make sense to use a CASAS assessment instrument to evaluate an EFF program, the state mandate would not prohibit me, or even make it impractical to utilize EFF. Other factors (include my own essentially right brain processing that simultaneously craves for structure--an enduring tension within me) are operating, including the reality of a program supported by volunteer tutors. Thus, given the "complex" (Kerry would say "nuanced") reality out of which I operate, the selective drawing on an array of methodologies, materials, theories, and approaches, seems at least for now the best way to go. Still, I try to keep on learning and experimenting the best I can. George Demetrion -----Original Message----- From: nifl-assessment@nifl.gov [mailto:nifl-assessment@nifl.gov] On Behalf Of Marie Cora Sent: Friday, November 12, 2004 10:12 AM To: Multiple recipients of list Subject: [NIFL-ASSESSMENT:707] RE: EFF in CT? Hi George and everyone, It does sound as if CT has a pretty complex system already in motion. Question: Aren't the approaches of CASAS and EFF quite different in their frameworks? You can't really adopt them both, can you? I know that you're saying that you do consider elements of EFF within the CT framework - how does that help you out George? Doesn't CASAS also provide a coherent structure, or do you feel that something is missing there? Thanks, marie cora Moderator, NIFL Assessment Discussion List, and Coordinator/Developer LINCS Assessment Special Collection at http://literacy.kent.edu/Midwest/assessment/ marie.cora@hotspurpartners.com -----Original Message----- From: nifl-assessment@nifl.gov [mailto:nifl-assessment@nifl.gov] On Behalf Of George Demetrion Sent: Wednesday, November 10, 2004 10:29 AM To: Multiple recipients of list Subject: [NIFL-ASSESSMENT:704] RE: Fw: Who is using EFF? Indeed! Just to reiterate. Such information would be very instructive. I've looked at EFF for a long time and draw on it informally as a thinking tool. I'm running our Basic Literacy program consisting of 100+ students at a range of levels from basic to pre-pre-GED, if you will through volunteer tutors Orienting the program within an EFF frame could provide a coherent structure that we currently do not have. Informally we do work with a balanced or integrative literacy model, which combines the Wilson Reading System (a phonemic-based program) with more integrative reading methodologies and a curriculum that consists of basic skills and topics in such areas as employment, health, family education, consumer awareness, human interest stories, historical biographies and student narratives. We utilize the CASAS as mandated by the state of CT and have also incorporated the Diagnostic Assessment of Reading (DAR) instrument into our assessment package. Given that (and given me!) I'm not sure an EFF frame would easily work, though I continue to look at its potentiality and draw from it what I can. George Demetrion -----Original Message----- From: nifl-assessment@nifl.gov [mailto:nifl-assessment@nifl.gov] On Behalf Of Marie Cora Sent: Wednesday, November 10, 2004 7:41 AM To: Multiple recipients of list Subject: [NIFL-ASSESSMENT:703] RE: Fw: Who is using EFF? Hi Howard (from RI, how are you!?), thanks for your questions. It seems that you have some pretty over-arching issues/questions that you are facing. You are not just talking about the classroom here, but are asking for advice from the stakeholders who would need to come together to make adopting EFF effective. -Can someone point Howard and colleagues toward information about what EFF looks like within an entire state? Or can you describe some pieces to us? -Who has been involved in that state - who are the stakeholders and what are your roles? How important is it for the stakeholders to be involved? -Assessments: perhaps Peggy can respond, but also - are EFF adopters using assessments outside of EFF tools that seem to be working? -What sort of cost is involved? More or less than working within other frameworks? Let's hear from some states who have grappled with these issues - I know of 3 so far: Maine, Ohio, and Tennessee - and I believe there are other states as well. Thanks, marie cora Moderator, NIFL Assessment Discussion List, and Coordinator/Developer LINCS Assessment Special Collection at http://literacy.kent.edu/Midwest/assessment/ marie.cora@hotspurpartners.com -----Original Message----- From: nifl-assessment@nifl.gov [mailto:nifl-assessment@nifl.gov] On Behalf Of Howard Sent: Tuesday, November 09, 2004 4:00 PM To: Multiple recipients of list Subject: [NIFL-ASSESSMENT:702] Fw: Who is using EFF? ----- Original Message ----- From: "Howard" <howard@conversent.net> To: "NIFL Assessment List" <nifl-assessment@nifl.gov> Sent: Tuesday, November 09, 2004 4:01 PM Subject: Fw: [NIFL-ASSESSMENT:699] Who is using EFF? > > ----- Original Message ----- > From: Howard > To: nifl-assessment@nifl.gov > Sent: Tuesday, November 09, 2004 3:43 PM > Subject: RE: [NIFL-ASSESSMENT:699] Who is using EFF? > > > RI is currently involved in a process to choose or adapt state standards. > The initial work is being coordinated by a task force on assessment. We > practitioners, facilitated by Judy Titzel, formerly of World Ed, are giving > EFF a serious look. > > Some questions we still have: > (1) What does a state wide EFF system look like? > (2) What supports would such a system need from stakeholders - such as > learners, Depts of Labor & Training, Education (K-16), and Human Services? > (3) What about assessments, including but only the WIA mandated, NRS? and > (4) What about the costs, in time and money, to move forward such an agenda? > > On a personal level, I wonder if we have to implement state-wide, > all-or-nothing EFF, or if we should implement for specific populations > first, meaning, say, workplace literacy or family literacy, and work thorugh > all the related items of creating a system, and then consider expanding into > the general ABE, ASE and ESOL populations? > > Howard L. Dooley, Jr. > Director of Accountability, Project RIRAL [RI Regional Adult Learning] > Woonsocket, RI >
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