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 iAHFCl603637; Wed, 17 Nov 2004 10:12:51 -0500 (EST) Date: Wed, 17 Nov 2004 10:12:51 -0500 (EST) Message-Id: <5.1.0.14.2.20041117100809.04c18a10@pop.utk.edu> 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: Diane Gardner <dgardner@utk.edu> To: Multiple recipients of list <nifl-4eff@literacy.nifl.gov> Subject: [NIFL-4EFF:2882] Fwd: Re: RE: FW: [NIFL-ASSESSMENT:709] RE: X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Type: text/plain; charset="us-ascii"; format=flowed X-Mailer: QUALCOMM Windows Eudora Version 5.1 Status: O Content-Length: 13933 Lines: 360 >Hello Melanie, > >I am enclosing the link for the EFF Assessment Resources, which includes >the Read with Understanding Assessment Prototype and the assessment >guides for other EFF standards. >http://eff.cls.utk.edu/assessment > >You may access the guides directly by going to >http://eff.cls.utk.edu/assessment/guides.htm > >This is a new site which is currently under construction, so if you have >any difficulty with access, > please let me know. > >RE your query about job readiness curriculum: > >The Preparing for Careers in Sales and Service Curriculum, a comprehensive >package that includes the curriculum and the training, blends basic skills >(EFF Content Standards) >with industry standards to prepare adults for entry-level positions in >retail sales and customer service. > >There are currently 2 versions of the curriculum (and accompanying >training) available; that is, a 4-week/120-hour course for English >speaking adults and a 6-week/180-hour course for limited English >proficient adults. Both courses have as an option an internship >component, and the materials that participants receive include a support >guide that provides guidance for developing internships with business >partners. > >The package of materials that each participant receives also includes a >teacher's manual with day-by-day curriculum and reproducible student handouts. > >You might also be interested in viewing the EFF Work Readiness Profile, >which you can find by going to >http://eff.cls.utk.edu/work_readiness/index.htm If you have other questions , you may contact me at dgardner@utk.edu. >Diane Gardner >Equipped for the Future Center for Training and Technical Assistance > > >At 04:35 PM 11/15/04 -0500, you wrote: >>Hello all. I am the new job readiness instructor for an organization >>that provides services to the homeless. Although I have years >>experience in ABE/GED and program administration, I'm new to directly >>teaching job readiness. I am very familiar with EFF, but I would love >>more information on EFF assessment tools. Also, any guidance anyone has >>on job readiness assessment and curriculum for homeless and/or >>low-income populations would be greatly appreciated. >>Melanie Mayeaux >>SEARCH >>2505 Fannin >>Houston, TX 77002 >> >>-----Original Message----- >>From: nifl-4eff@nifl.gov [mailto:nifl-4eff@nifl.gov] On Behalf Of Andy >>Nash >>Sent: Monday, November 15, 2004 1:17 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 >> > > >Diane P. Gardner >EFF Professional Development and Certification Coordinator >The University of Tennessee >EFF Center for Training and Technical Assistance >Center for Literacy Studies >600 Henley Street, Suite 312 >Knoxville, TN 37996-4135 >865-974-9949 >dgardner@utk.edu Diane P. Gardner EFF Professional Development and Certification Coordinator The University of Tennessee EFF Center for Training and Technical Assistance Center for Literacy Studies 600 Henley Street, Suite 312 Knoxville, TN 37996-4135 865-974-9949 dgardner@utk.edu
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