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Taylor_AssessingLiteracywithTouchScreens_Handout

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Assessing Literacy

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Taylor_AssessingLiteracywithTouchScreens_Handout

  1. 1. Low Literate Adult ESOL Assessment Using Touch ScreensLESLLA Conference, September 2011<br />Linda Taylor<br />Director of Assessment Development, CASAS<br />ltaylor@casas.org<br />
  2. 2. Assessment Overview<br />Approach to Assessing Literacy<br />Test Overview (and Demo)<br />Additional Project Resources<br />Participation in field testing<br />Agenda<br />
  3. 3. To develop a valid and reliable standardized assessment<br />…that measures basic literacy and aural English language skills…<br />…of low literacy level adult ESOL learners and<br />…adult ESOL learners from non-Roman alphabet languages (Arabic, Chinese, etc)<br />Purpose<br />
  4. 4. Florida has many immigrants who are low literate or non-literate in their native language and in English<br />Especially Haitians and Central/South Americans<br />FL DOE funds three levels of adult ESOL literacy with state money <br />Florida DOE awarded a contract to CASAS to develop assessment for these courses in 2008 – 09<br />a continuation contract was awarded for August 2009 to June 2010<br />CASAS continues to field test the assessment to complete all required research studies<br />Background<br />
  5. 5. Visited Florida adult ESOL literacy programs and classes to review Florida’s current ESOL literacy intake process<br />Conducted a survey of FL literacy programs focused on the intake process and placement practices<br />Revised the ESOL Literacy Standards<br />Contains Basic Literacy Skill Anchors and Life Skill standards<br />All test items measure priority Florida ESOL Literacy Standards<br />Initial Project Activities<br />
  6. 6. Created and met with two advisory groups:<br />FLAG (Florida Literacy Assessment Group)<br />10 ESOL Program Coordinators and practitioners<br />Provide guidance on test development and assist with tryouts and field testing<br />National Literacy Assessment Advisory Group<br />14 national literacy experts<br />Provide guidance on literacy research, best practices and test development<br />Initial Project Activities<br />
  7. 7. National Literacy Assessment Advisory Group Members<br />Phil Anderson, FL Linda Mrowicki<br />Edwidge C. Bryant, FL Barbara Sample<br />JoAnn Crandall, MD Kathy Santopietro-Weddell, CO<br />Nancy Faux Lynn Savage, CA<br />AlleneGrognet, LA Michelle Ueland, DC<br />Astrid Liden, MN Claire Valier, FL<br />HelaineMarshall, NY HeideWrigley, NM<br />
  8. 8. Lack basic reading and writing skills needed to succeed in the core ESOL program<br />Skill Range<br /><ul><li>Reading: no print awareness  reads some words, </li></ul> knows some phonics<br /><ul><li>Writing:never held pencil  can write address
  9. 9. Listening and Speaking: very low  meets basicsurvival needs</li></ul>Low Level ESOL Literacy Learners<br />
  10. 10. Oral skills come first<br />see Oral vs. Literacy Skills matrix<br />4 Groups, 3 Literacy Levels (in Florida)<br />Low Oral -- with No or Some Literacy<br />Some Oral – with Low Literacy<br />Some Oral – with Some Literacy<br />What to do with Non-Roman Alphabetics???<br />Approach to Assessing ESL Literacy<br />
  11. 11. One-on-one<br />Big decision to use touch screen computer delivery instead of paper delivery<br />More appropriate for literacy learners<br />Less expensive than consumable color paper tests, even considering cost of touch screen and eTests units<br />Enables standardized intake process embedded in software<br />No need to score tests; tracks test results<br />Test Delivery<br />
  12. 12. 1. Data Collection before giving the field test<br />2. Oral Screening<br />3. Reading Level Locator<br />4. Listening Assessment<br />5. Reading Assessment<br />6. Post-test Feedback & Data Submission<br />Description of Field Test Assessment Parts<br />
  13. 13. <ul><li>Offers choice of native language or English
  14. 14. Includes a sequence of reading tasks
  15. 15. Read single-digit numbers
  16. 16. Read Name and Address on a form
  17. 17. Read short story in native language or English
  18. 18. Reading Testlet- 8 Read & Touch items
  19. 19. Simple sentences in English
  20. 20. Determines if learner is at the literacy level
  21. 21. Places learner in Low or High level Reading test</li></ul>Native Language Reading Locator<br />
  22. 22. Listening Assessment<br />One item type - Listen and Touch<br />Uses color photos<br />No written prompts or distractors<br />Audio repeated once<br />One test level<br />2 final alternate forms<br />
  23. 23. Listening - Listen and touch<br />
  24. 24. Reading Assessment<br />Two Item types:<br />Listen and Touch Reading <br />Read and Touch<br />Measure basic literacy skills and basic life skills<br />Two test levels – Low and High<br />2 final alternate forms at each test level<br />
  25. 25. Reading – Listen and Read<br />
  26. 26. Reading – Read and Touch<br />
  27. 27. Diagnostic Reporting – Reading Low<br />Visual discrimination skills (same vs. different)<br />In numbers, letters, and words<br />Number knowledge (basic numeracy)<br />Relate a numeral to a quantity<br />Read one- and two-digit numbers<br />Alphabet knowledge<br />Identify letters by name<br />Match upper- and lowercase letters<br />Find same letter in different font<br />Basic Personal Form words (uppercase)<br />Environmental Print<br />Phonics – initial consonant sounds<br />
  28. 28. Basic sight words in context<br />Including days, months, dates<br />Basic personal form words<br />Phonemic awareness<br />Phonics – initial, medial and final<br />Diagnostic Reporting – Reading High<br />
  29. 29. Florida’s Adult ESOL Literacy Standards<br />Compilation of Literature on Adult Second Language Literacy Learners (annotated)<br />Research<br />Resources for Teachers and Teacher-Trainers<br />Seven Guiding Principles for ESL Literacy Instruction<br />Additional Project Resources<br />
  30. 30. Adult learners’ perspectives, strengths, and learning needs are different from those of children. <br />Adults learners can and should take charge of their learning. <br />Effective ESOL/literacy teaching offers extensive practice in oral language skills. <br />Peer-to-peer collaboration facilitates learning. <br />Seven Guiding Principlesfor ESL Literacy Instruction<br />
  31. 31. Judicious native-language use helps learners develop skills.<br />Learning to read requires pre-reading, decoding and comprehension skills.<br />Reading and writing skills develop in tandem.<br />Seven Guiding Principles<br />
  32. 32. Who administers the field test assessment?<br />A CASAS-trained teacher or tester<br />To which low literacy students?<br />Students currently enrolled in literacy classes with fewer than 6 years of L1 education<br />Agency commitment to administering a certain number of tests in standardized way within specific time frame<br />Where? <br />One-to-one in a quiet, separate space<br />Field Testing<br />
  33. 33. How long does it take? <br />Assessment takes ~45 min. <br />What’s the Field Test timeframe?<br />Through 2011<br />What equipment is needed?<br />Windows-based computer and <br />Touch screen (overlay or monitor)<br />CASAS will assist with touch screen for field testing, if necessary<br />Field Testing<br />
  34. 34. Go to CASAS web site www.casas.org<br />Fill out field testing Interest Form<br />For more field test information, contact<br /> Margaret Lyman -- mlyman@casas.orgCASAS phone: 800-255-1036, ext. 517<br />Other contact information:<br />Linda Taylor<br />ltaylor@casas.org, ext. 186<br />Amy Studer<br />astuder@casas.org, ext. 130<br />Emily Wheeler<br />ewheeler@casas.org, ext. 518<br />How to participate in field testing<br />

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