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PIAAC Session at COABE 2015_Jill Castek Presentation


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Powerpoint slides from Jill Castek's presentation at COABE 2015 Conference on "Using PIAAC's Education and Skills Online to Examine Adults' Skills Locally".

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PIAAC Session at COABE 2015_Jill Castek Presentation

  1. 1. Using PIAAC's Education and Skills Online to Examine Adults' Skills Locally Jill Castek, Amy Honisett, & Andrew Pizzolato Portland State University & Multnomah County Library Oregon, USA
  2. 2. Using PIAAC's Education and Skills Online to Examine Adults' Skills Locally With contributions from Cindy Gibbon, Vailey Oehlke, and Matthew Timberlake Multnomah County Library, Portland, OR USA And Dr. Stephen Reder, Portland State University Portland, OR USA
  3. 3. This work is supported by  Advancing Digital Equity in Public Libraries: Assessing Library Patrons’ Problem Solving in Technology Rich Environments (LG-06-14-0076)  Tutor-Facilitated Digital Literacy Acquisition in Hard-to-Serve Populations: A Research Project (LG-06-11-0340-11) COABE, 2015 Denver, CO
  4. 4. What is the Program for the International Assessment of Adult Competencies (PIAAC)? COABE, 2015 Denver, CO Tool designed to… measure the skills of the adult working-age population both nationally and internationally help researchers examine and analyze what conditions and factors impact skills growth, maintenance, or loss over a working-age life cycle provide international comparison to better understand U.S. global competitiveness benchmark how well education and training systems are meeting emerging skill demands
  5. 5. This session is different Not analysis of PIAAC data Innovative partnership program Use of PIAAC’s Education and Skills Online  A valid and reliable assessment tool  In an assessment of library patrons Think about Problem Solving in Technology Rich Environments (PSTRE) in relationship to libraries Advancing Digital Equity in Public Libraries: Assessing Library Patrons’ Problem Solving in Technology Rich Environments COABE, 2015 Denver, CO
  6. 6. Welcome & Introduction Literacy, Language, and Technology Research Group •within an Applied Linguistics department •commitment to building literacy and language pathways to social and economic justice Multnomah County Library enriches lives by fostering diverse opportunities for all people to read, learn and connect upholds the principles of intellectual freedom and the public's right to know provides people of all ages with access and guidance to information and collections that reflect all points of view
  7. 7. Welcome & Introduction What are your roles in adult education? Teacher? Program administrator? Policy maker? Researcher or evaluator? What settings/systems do you work in? • K-12? • Community college? • CBO? • Government? • University? COABE, 2015 Denver, CO
  8. 8. How did we come to collaborate? Shared Commitment to Promoting Digital Equity Connecting National Efforts with Local Efforts Literacy, Language, and Technology Research Group Broadband Technology Opportunities Program (BTOP) Digital Literacy Acquisition Research Project Multnomah County Library history of supporting life long learning Major hub for technology access and training over one million Wifi sessions last year COABE, 2015 Denver, CO
  9. 9. What do the PIAAC data reveal? (NCES, 2013) COABE, 2015 Denver, CO U.S. adults scored below the PIAAC international average in literacy, near the bottom of the rankings in numeracy, shared the lowest ranking in problem solving in technology-rich environments.
  10. 10. Did you know?
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  12. 12. Why are PIAAC data relevant for Libraries? Libraries are institutions that Support interest-driven lifelong learning Are hubs for Internet access and digital literacy training Are a consistent presence across the country Deliver services using technology
  13. 13. Purpose of this Project Extend national work on digital literacy acquisition to inform local efforts Bring libraries into the PIAAC conversation Maximize resources and meet community needs around lifelong learning and access Education and Skills Online: Problem Solving in Technology-rich environments
  14. 14. Problem Solving in Technology-rich Environments (PSTRE) a fully computerized measure of cognitive and non-cognitive skills incorporates flexibility and adaptability to specific learner’s knowledge and skill level provides reliable and valid measures of skills associated with work, home and the community Tool Available August 2015
  15. 15. What is Problem Solving in Technology-Rich Environments PSTRE? COABE, 2015 Denver, CO What does it measure? Cognitive skills: planning, reading, thinking, searching, skimming, scanning, information literacy, critical evaluation of information, and communication of ideas What doesn’t it measure? Affective domain: personal relevance, resilience, stick-with-it-ness, focus in terms of carrying the task through multiple materials/ multiple screen navigation Basic digital literacy skills What do results tell us? Three levels of proficiency
  16. 16. Three Levels of PSTRE proficiency Sort emails into pre-existing folder using given criterion Respond to a request by locating information in a spreadsheet and e-mailing the requestor Manage requests to reserve meeting room using a reservation system. Discover schedule conflict, e-mail to decline the request Level 1 COABE, 2015 Denver, CO Level 2 Level 3
  17. 17. Job Search Developing a contact list Keeping Track of Applications Evaluate a job posting. Is this appropriate for my interest and experience? Search online databases Produce a resume Respond to job ads by navigating through online systems Level 2Level 1 Level 3 Denver, COCOABE, 2015
  18. 18. Problem Solving Item: Level 2 From Education and Skills Online Sample Items
  19. 19. Digital Equity in Libraries Project Mapping common library tasks on to the PSTRE framework Problem Solving in Technology-rich Environments Assessing Library Patrons Assessing Library Staff
  20. 20. Level 1: • complete tasks in which the goal is explicitly stated and for which the necessary operations are performed in a single and familiar environment. • solve problems whose solutions involve a relatively small number of steps, the use of a restricted range of operators, and a limited amount of monitoring across a large number of actions. Problem Solving: Level 1 Description From p. 90 of OECD Skills Outlook 2013: First Results from the Survey of Adult Skills
  21. 21. At Level 2, adults can: • complete problems that have explicit criteria for success, a small number of applications, and several steps and operators. • monitor progress towards a solution and handle unexpected outcomes or impasses. Problem Solving: Level 2-Description From p. 90 of OECD Skills Outlook 2013: First Results from the Survey of Adult Skills
  22. 22. Adults at Level 3 can: • complete tasks involving multiple applications, a large number of steps, impasses, and the discovery and use of ad hoc commands in a novel environment. • establish a plan to arrive at a solution and monitor its implementation as they deal with unexpected outcomes and impasses. Problem Solving: Level 3 Description From p. 89 of OECD Skills Outlook 2013: First Results from the Survey of Adult Skills
  23. 23. Attempts to Group Individuals and Items on the Same Scale Below Level 1 Level 1 Is this feasible? Level 2 COABE, 2015 Denver, CO Level 3
  24. 24. Cognitive Skills Tech Proficiency sorting e-mails into pre- existing folders Remain focused through several steps and operators monitor progress towards a solution and handle unexpected outcomes or impasses Extract information using a sort function Making use of the available tools Planning & Self- organizing Setting Goals and Monitoring Progress Using Information Acquiring and Evaluating Information COABE, 2015 Denver, CO
  25. 25. Tasks Involved Job Search • Planning & Self-organizing • Develop a keyword list • Keeping track of applications • Develop A Contact List • Setting Goals and Monitoring Progress • Searching Online • Signing Up for a Class (increase skills) • Using Information • Produce a resume • Apply for a job • Acquiring and Evaluating Information • Evaluate job posting • Is the post legitimate? • Does it match my skill set? Proficiency Level PSTRE • Below Level 1 • Level 1 • Level 2 • Level 3
  26. 26. Consideration of Different Perspectives Library Patron Library Staff PST-RE Framework Developers Do skills assessed fit with what we know library patrons need to be able to do? Do skills assessed fit with library patron’s experiences?
  27. 27. Common library tasks Job search Homework help Obtaining material to watch/read Family history Volunteering in the library or in the community Find a Class/program and participate in it Finding medical information Finding social services Recreational Internet use Taxes Implications for Programming COABE, 2015 Denver, CO How do different groups conceptualize the skills needed to accomplish these tasks? Library Experts: Staff and Educators Library Patrons PSTRE Framers
  28. 28. Next Steps Collect Data • Explore the assessment Analyze Results • What does it tell us? Interview Patrons • Triangulate Plan for programming
  29. 29. Learn More About our Project
  30. 30. Questions & Connections Jill Castek – Amy Honisett - Andrew Pizzolato - COABE, 2015 Denver, CO