Return-Path: <nifl-assessment@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id j9DGrnG01544; Thu, 13 Oct 2005 12:53:49 -0400 (EDT) Date: Thu, 13 Oct 2005 12:53:49 -0400 (EDT) Message-Id: <2716C9F0CFC0A54C8D0E1F429681AE78934A10@XNG.casas.org> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-assessment@literacy.nifl.gov Originator: nifl-assessment@literacy.nifl.gov Sender: nifl-assessment@literacy.nifl.gov Precedence: bulk From: "Jane Eguez" <jeguez@casas.org> To: Multiple recipients of list <nifl-assessment@literacy.nifl.gov> Subject: [NIFL-ASSESSMENT:1289] RE: FW: [NIFL-LD] computer assessment and adult learners X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 8bit Content-Type: text/plain; Status: O Content-Length: 4793 Lines: 119 -----Original Message----- From: Gopalakrishnan, Ajit Sent: Thursday, October 06, 2005 11:37 AM To: Marie Cora Subject: RE: [NIFL-ASSESSMENT:1259] Computer assessment and adult learners I conducted a very small study with 2 programs who piloted the use of CASAS computer-based testing (CBT) with a total of 55 students. This was done a year and a half ago. We collected student and teacher feedback on their experience with implementing CBT. We also aggregated student performance in the reading and math assessments. My general observations are that CBT is probably not for everyone. Students should definitely be given the choice. That said, staff comfort with the CBT is a pre-requisite for them to be equipped to better guide this student choice. If staff members themselves are intimidated with the technology, they may underestimate a student's ability. Student reaction was mixed in our little study. Though some students found the CBT to be a difficult experience, many more found it to be easy and a better way of taking the test. The technology has definitely gotten better and more intelligent. Almost all screens of the CASAS CBT for example can be navigated without the use of a mouse which I know can be problematic for some students to master. Our N was very small but a student's ability level in reading/math and their self-assessment of their computer skills seem to affect their experience with the CBT. Those with lower functioning levels and lower self-assessments of technology abilities rated the CBT as generally being more difficult than others. Nancy's concern about using CBT with students with "LITTLE literacy skills" and also with no computer experience is an important concern. For those of us that use computers everyday, we may not realize how we take so much of our understanding about how a computer works for granted. Given the importance of technology today, I prod programs to encourage students to attempt the CBT at some point during their participation in the program, even if they choose not to try it at entry. Many employers have entry assessments now that are computer-based and CBT in our programs can be good preparation for that as well. CBT can not only change the assessment practices but can also positively impact intake, placement, student feedback, and alignment of assessment to instruction. Cheers, Ajit Ajit Gopalakrishnan Education Consultant Connecticut Department of Education 25 Industrial Park Road Middletown, CT 06457 Tel: (860) 807-2125 Fax: (860) 807-2062 ajit.gopalakrishnan@po.state.ct.us -----Original Message----- From: Marie Cora [mailto:marie.cora@hotspurpartners.com] Sent: Thursday, October 06, 2005 9:30 AM To: Multiple recipients of list Subject: [NIFL-ASSESSMENT:1259] Computer assessment and adult learners Hi everyone, I wanted to prod you all to add your thoughts to Nancy's questions from the other day regarding testing via computers in ABE/ESOL. What are your thoughts, and what have been your experiences on this? I have done a little bit of work using the BEST Plus with adult learners - but in that case, it is the teacher/test administrator who actually is using the computer and asking questions of the test-taker. As an aside, the great thing about this type of computer testing is that the software program automatically stops you when the student has reached as far as they can go, and it also jumps over questions that it realizes the student will have no problem answering. Thus, you avoid the unnecessary and sometimes painful process of forcing students to answer way too easy questions, for example. But! This is not the situation Nancy is describing here - so do folks have thoughts on adult students personally using a computer for assessment purposes? I am also sending this reply to the NIFL-Technology List to see if folks over there have something to contribute to this discussion. Thanks! marie 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 On Wed 10/5/2005, Nancy Hansen wrote: I also have a question to those who test using > computers: Do you find the skills of the learner who has had next to > NO exposure to computers and LITTLE literacy skills are accurately > being portrayed via this style testing? > > I have men and women in our adult literacy program who had never sat > down at a computer - much less used a mouse before. I cannot imagine > that their extensive life skills would be evaluated appropriately when > they hit and miss at the computer - sometimes even striking incorrect > keys. > > Nancy Hansen > Sioux Falls Area Literacy Council > sfallsliteracy@yahoo.com >
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