Introduce myself & have other participants introduce themselves
When the assessment has been standardized, it will have two forms [A & B] that can be used for class placement and progress assessment. It will join the family of CASAS e-tests—but will not replace current paper-based 27/28.The assessment is intended for use after the intake process has identified the student as low-literate in L1. Or the student has low literacy in English and L1 is NRA.
Although there will be a small amount of overlap between the new literacy level reading assessments and Forms 27R and 28R, the literacy assessment will not replace them. The new literacy assessments will begin by measuring reading ability below the 27R and 28R, and will overlap with the range of difficulty measured on Forms 27R and 28R toward the end of the tests. Listening skills will also be tested in the new literacy assessments below the CASAS Life and Work Listening 81L and 82L levels of ability. Test scores will fall within the Beginning ESL Literacy NRS Educational Functioning Level (EFL) but will go below a CASAS scale score of 170 for reading.
Nice and vague…! Good!
There are five parts to the assessment:
After the Reading Locator screens, the student begins the Listening Assessment.
This is an example of a listening Practice item. The student sees the screen for several seconds and then hears a ‘ding’ followed by a pause of a couple of seconds and then the prompt, “Where’s the baby?” After a pause of a few more seconds, the prompt is repeated.
This is an example of a Listen and Touch Practice Reading item. As in the Listening section, after a few seconds, the student hears “ding” and then the prompt “Five dollars” which is repeated.
This is an example of a Read and Touch item. There is no sound. The student matches the word or picture at the top with one box at the bottom. When any one of the boxes at the bottom is touched, it is enclosed in a blue box like the box at the top.
Low Literate Adult ESOL Assessment Using Touch ScreensLESLLA Conference, September 2011<br />Linda Taylor<br />Director of Assessment Development, CASAS<br />email@example.com<br />
Assessment Overview<br />Approach to Assessing Literacy<br />Test Overview (and Demo)<br />Additional Project Resources<br />Participation in field testing<br />Agenda<br />
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 />
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 />
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 />
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 />
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 />
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
Listening and Speaking: very low meets basicsurvival needs</li></ul>Low Level ESOL Literacy Learners<br />
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 />
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 />
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 />
<ul><li>Offers choice of native language or English
Determines if learner is at the literacy level
Places learner in Low or High level Reading test</li></ul>Native Language Reading Locator<br />
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 />
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 />
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 />
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 />
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 />
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 />
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 />
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 />
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 />
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 -- firstname.lastname@example.orgCASAS phone: 800-255-1036, ext. 517<br />Other contact information:<br />Linda Taylor<br />email@example.com, ext. 186<br />Amy Studer<br />firstname.lastname@example.org, ext. 130<br />Emily Wheeler<br />email@example.com, ext. 518<br />How to participate in field testing<br />