Hello Jennifer,
 
I work in a large ABE program in Central Massachusetts.  We have 5 sites and teach ESOL as well as GED prep in three levels.  
 
In Massachusetts we have state mandated assessments that show literacy gains fairly well in most cases. However, they do not measure everything a student gains from classes, especially where the students individual goals and learning expectations are concerned.  
 
In an effort to document specifically what was happening in classes and show outcomes, we took the Massachusetts curriculum frameworks and created curriculum maps.  The maps are broken down into content areas and competencies.  Some of the content areas are reading, writing, math, life skills, workplace skills, and health.  The skills that the student will be able to demonstrate and the CF and EFF strands and standards are also noted on the maps.  The competencies are listed on curriculum sequence maps which show an expectation of what grade level equivalent the student might be if they were able to demonstrate specific skills noted on the map.  
 
Each student folder contains a map that the teacher uses to check off what was covered and what skills the student can demonstrate from class.  If a student moves up levels or to different sites at the program, their individual map follows them.  This allows the next instructor to see what the student has covered and what they need to work on.  The map is a tool that is used by site coordinators and instructors, along with assessment scores and goal sheets to help in class placement.  They help maintain continuity in the students learning that hopefully helps them meet their goals.  The maps are also helpful to instuctors, allowing them to reflect on what they have covered and decide where the holes are.
 
I think it is terrific that you have your students choosing their own goals and that you take the time to follow-up at a later date to see if the goals were met, either through classroom learning or some other venue.  It shows the student how much you value what they want and how important it is to your program to make sure they have succeeded.  
 
We also allow the student to determine their own goals.  Our classroom instructors do lessons with the classes in the beginning of the year to teach students about goals; what they are, how to take steps to meet them, etc.  In addition, we have the instructors look at the students goals and then adjust their curriculum and lesson planning to help the students meet their goals.  The staff also meet with the student to follow-up on goals that are met, help brainstorm reasons why a goal might not be met, and formulate plans to help the student meet all their goals.  Curriculum maps and showing students what skills they have gained can be very helpful when a student gets frustrated and doesn't think they are making gains.  It also shows the steps they are taking to meet goals such as GED attainment.
 
I hope this was helpful.
 
All the best,
Julie Crowley
Assistant Director, MWCC/ABE
 
 
 
 
     
 
 

________________________________

From: assessment-bounces at dev.nifl.gov on behalf of Marie Cora
Sent: Mon 12/5/2005 5:44 PM
To: AssList
Subject: [Assessment] Measuring outcomes


Hi everyone,
 
I'm reposting part of a message that was sent by Jennifer Harper at the end of this past October.  She asks about measuring outcomes.  Several email replies noted sources of student goals and other resources for surveying students.  How do you measure success in your program?  Do you depend on test results to help you?  Do you use other methods?  Do you use a combination of tests and something else?
marie
 
 

>We are trying to find ways of measuring outcomes.  We 

decided 

>that it is best for literacy students to set their OWN 

>goals.  One way we have decided to measure outcomes is 

>through a goals sheet.  We would ask the students their 

goals 

>in the beginning of the program, and then interview them to 

>find out when they have achieved their goals.  All of this 

>information would be recorded and used as a way of measuring 

>success.

> 

>That is our main way of measuring outcomes.  Do any of you 

>have interesting methods of measuring outcomes in literacy 

>programs that you would be willing to share?

> 

>Thanks in advance,

>Sincerely,

>Jennifer Harper

>JLHarp21 at aol.com <mailto:JLHarp21 at aol.com?Subject=Re:%20%5BNIFL-ASSESSMENT:1303%5D%20RE:%20Working%20with%20Student%20Goals&In-Reply-To=%3C006f01c5db27$ec5bbdd0$0202a8c0 at frodo%3E>  

 
(nifl archives:  http://www.nifl.gov/nifl-assessment/2005/  Oct. 26 and 27, 2005)
 
 
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