NLA Discussion: the National Reporting System

[Nancy Hansen]

Hi David -

You wrote this response on 5/18 to Gloria Gillette and I would like to
raise a couple concerns and questions -- to you personally ... and if you
see them as appropriate to be heard by the listserv that's up to
you.  Here's what you wrote:

"I have some concerns about whether our field has valid and reliable
instruments for measuring these outcomes.  I see gaps where we don't have
anything ..... other areas where I think present instruments are barely
adequate, and examples where a good instrument may be used for the wrong
purpose or with the wrong population. What is your experience with this?"

Well, for us, we use the instrument to determine whether or not our materials
and other tools will be effective with that person in helping them to develop
*basic* reading, writing and spelling skills.  I have a concern in other
programs as to *why* the assessment tools are being used in the first place.  
Is it to show learner achievements and accomplishments? .... is it to
determine which materials will be the most effective in assisting the
learner to grow? .... is it to measure outcomes for reports?  Which is it?

So who determines adequacy and inadequacy?  Are they field professionals or
those who do not understand what that "wrong population" is in the AEL program
to achieve?  If it's for the completion of a GED, there's a clear-cut Testing
Structure at the end of the study .... if the studying itself has been provided
with enough support and guidance along the way.

But if that student is a literacy learner, the needs are *not* to Pass The Test
at the end.  Will someone *ask* those learners, please:  What are your
assessments showing you that you have *learned*?  If it satisfies the goals of
the student, is that Outcome Enough for the authorities that want the data is
really the question?

In conclusion you wrote:

"I would like to see a flood of messages here about what is happening with NRS
implementation at the ground level."

I admit that I've been away from my computer for a few days and might have
missed something here, but, according to Midwest flooding standards of the big
river that flows through the Dakotas, this isn't a Flood.  So does that say the
NRS is NOT being implemented at the ground level do you think?

Nancy Hansen
sfliteracy at mcleodusa.net

David J Rosen wrote:

> NLA Colleagues,
>
> On Fri, 18 May 2001 Gloria Gillette wrote:
>
> > The NRS is the right church, wrong pew. It is based on a system (full time
> > teachers, real classrooms, prep time) and tests which do not exist (ESOL
> > in particular) in our discipline. It does not recognize our strengths and
> > exaggerates and exacerbates our weaknesses. It too often feels not like
> > an accounatability system, but like a birddog our flaws.
> >
> > Perhaps that, in the end-or the beginning, is its strength.
>
> If the NRS is in the right church but wrong pew, from your (everyone's,
> not just Gloria's) experience where should the NRS be "sitting?"
>
> If, as USDE's Ron Pugsley has said (COABE Conference April, 2001), we
> need to focus now on the process of implementing the NRS, not on how the
> outcomes will be used, what _are_ we learning from the process of
> implementing the NRS?
>
> What is working?  What isn't?  What's in place and what isn't?  What is
> reasonable about the process and what isn't?  What policies, if any, need
> to be changed?
>
> For example, I understand that state ABE Directors have some concerns
> about how practical the follow-up process is.  If so, what are those
> concerns?  What are the concerns from the program level about
> follow-up?  Can the NRS regulations be changed before the reauthorization
> of the Workforce Investment Act?  If so, what is that process?
>
> I have some concerns about whether our field has valid and reliable
> instruments for measuring these outcomes.  I see gaps where we don't have
> anything (for example ESOL learners who are too advanced for the BEST
> test), other areas where I think present instruments are barely
> adequate, and examples where a good instrument may be used for the wrong
> purpose or with the wrong population. What is your experience with this?
>
> Finally, if you work at or with a program which has responsibilities for
> reporting NRS data, and you feel you are not informed enough to
> participate in this discussion, now would be a good time to talk with
> those in your program who have direct responsibility for administering
> assessments, collecting and entering data and reporting. Ask them what is
> working and what isn't, what they see as opportunities and challenges,
> what makes sense to them (and teachers and students) and what
> doesn't.  Then let us know what you find out.
>
> I would like to see a flood of messages here about what is happening with
> NRS implementation at the ground level.
>
> David J. Rosen
> NLA List Moderator
>
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