ALEC now has a LinkedIn Company Page


Hey there… Something new for us. We now have a LinkedIn Company page for ALEC. If you’re on LinkedIn you should check it out and follow us…

Here’s the link.

And if you’re not on LinkedIn… then you’d better sign up and follow us.

linkedin_logo_11

How do you consume news and music? And what does this mean for education?


02 What does this mean for education?It’s worth thinking about… Just consider how you consume the following:

  • News and other things that used to be traditional print media.
  • Music

We used to just buy newspapers, book, and CDs. Now though we have a whole bunch of different ways that we can consume things like news, novels, and music.

Why would I buy a newspaper now (let alone a year’s subscription for delivery), for example, when I can get the latest news online for free from any number of news websites. Or, what I actually do now: check my twitter feed for up to the second information on stories that actually interest me.

Nothing like reading a real physical newspaper I hear you say. Well, say that to the newspaper companies. In case you hadn’t noticed. The newspaper isn’t what it used to be.

I still buy books. Occasionally, anyway. Often I buy them as Kindle eBooks. More recently, I’ve been buying them as audio books. I have a couple of books that I own as physical books, audio books, and ebooks. The main point is that I expect to have a range of different options for consuming what used to be traditional print media.

And then there’s music. I’m old enough to remember being able to buy vinyl from the local record store. I grew up listening to vinyl, but also bought cassette tapes as well. Mainly, I think I used these to make dubbed copies of other people’s cassette tapes. After that, I bought CDs for years. Hundreds of CDs.

And there was iTunes. I was an iTunes addict until about 9 months ago when Spotify suddenly became available in New Zealand. I signed up for the free account and then converted to Premium within a week. For about $12 a month I have access to all the music in the world. Well, not ACDC or Led Zeppelin. Or Tool. But pretty much everything else and I love it.

The main point here is that I now rent my music. I don’t own it in the same way that I do with my CDs or the thousands of itunes songs that I’ve downloaded. However, I don’t really think I care. I just like the variety and choice.

So… back to my question: What does this mean for education?

One thing is clear. The old business models are passing away. They are being replaced by new digital models that will disrupt the conservative educational establishments that surround and protect the old models.

Both the print and music industries have had to reinvent themselves. Fortunes have been won and lost.

Education is next… What do you think?

The Department of Entrepreneurial Education 2.0


01 The department of Entrepreneurial Education 2.0This was the title slide from my recent talk at the NCLANA Symposium on Literacy and Numeracy. It represents a question in my mind:

  • Why aren’t we teaching educators to be entrepreneurs?

The idea is blatantly stolen from Jeff Jarvis’s Department of Entrepreneurial Journalism at New York City University. His idea is roughly as follows: You can’t be a journalist in the 21st century in the same way that you could in the 20th century. The world still needs journalists but the job requires different skills.

I think this is particularly relevant as education processes get gobbled up by software and technological solutions. We need trainers, tutors, and educators more and more. However, the job requires a new skill set.

What do you think?

From the TEC: How to use the TEC literacy and numeracy assessment tools – Part 5


TEC expectations of Assessment Tool use

Foundation Levels

1-3

Expected minimum use of assessment areas for all learners (by NSN) Initial assessment options Progress assessment options

Learners assessed at step 5 numeracy and step 4 reading are not required to complete any further progress assessment.

Embedded SAC

 

 

Reading and numeracy assessments are required.  Writing and Vocabulary assessment options are optional. Any adaptive, snapshot or paper-based non-adaptive assessment.

Includes the online or paper-based snapshot STA reading assessment.

Any adaptive, snapshot or paper-based non adaptive assessment.

Includes learners that were ‘Undecided’ or ‘Above Threshold’ in initial STA reading assessment.

 

Learners who were ‘Below Threshold’ in initial STA reading assessment may be reassessed using Starting Points, a vocabulary assessment, or a STA reading assessment.

Industry Training Organisations Embedded Literacy and Numeracy

 

Reading and numeracy assessments are required.  Writing and Vocabulary assessment options are optional. Any adaptive, snapshot or paper-based non-adaptive assessment.

Includes the online or paper-based snapshot STA reading assessment.

Any adaptive, snapshot or paper-based non-adaptive assessment.

Includes learners that were ‘Undecided’ or ‘Above Threshold’ in initial STA reading assessment.

 

Learners who were ‘Below Threshold’ in initial STA reading assessment may be reassessed using Starting Points, a vocabulary assessment, or a STA reading assessment.

Intensive Literacy and Numeracy Fund Assess using STA reading assessment.

 

(Note. Entry requirement is now Step 3 or below on the Assessment Tool).

Online or paper-based snapshot STA reading assessment.

 

Learners who are ‘undecided’ or ‘above threshold’ in initial STA reading assessment can be reassessed using a reading snapshot with ‘no threshold’.

 

Learners who are ‘below threshold’ in initial STA reading assessment may be reassessed using Starting Points, a vocabulary assessment, or a STA reading assessment.

Intensive Literacy and Numeracy Targeted English for Speakers of Other Languages (ILN Targeted ESOL). Assess using STA reading.

 

(Note. Entry requirement is now Step 3 or below on the Assessment Tool).

Online or paper-based snapshot STA reading assessment.

 

Learners who are ‘undecided’ or ‘above threshold’ in initial STA reading assessment can be reassessed using a reading snapshot with ‘no threshold’.

 

Learners who are ‘below threshold’ in initial STA reading assessment may be reassessed using Starting Points, a vocabulary assessment, or a STA reading assessment.

Workplace Literacy Fund

  • TEO Led
  • Employee targeted
  • Employer led
Reading and numeracy assessments are required.  Writing and Vocabulary assessment options are optional. Any adaptive, snapshot or paper-based non-adaptive assessment.

Includes the online or paper-based snapshot STA reading assessment.

Any adaptive, snapshot or paper-based non-adaptive assessment.

Includes learners that were ‘Undecided’ or ‘Above Threshold’ in initial STA reading assessment.

Learners who were ‘Below Threshold’ in initial STA reading assessment may be reassessed using Starting Points, a vocabulary assessment, or a STA reading assessment.

Youth Guarantee

 

Reading and numeracy assessments are required.  Writing and Vocabulary assessment options are optional. Any adaptive, snapshot or paper-based non-adaptive assessment.

Includes the online or paper-based snapshot STA reading assessment.

Any adaptive, snapshot or paper-based non-adaptive assessment.

Includes learners that were ‘Undecided’ or ‘Above Threshold’ in initial STA reading assessment.

Learners who were ‘Below Threshold’ in initial STA reading assessment may be reassessed using Starting Points, a vocabulary assessment, or a STA reading assessment.

Foundation Focused Training Opportunities (FFTO)

 

 

Reading and numeracy assessments are required.  Writing and Vocabulary assessment options are optional. Any adaptive, snapshot or paper-based non-adaptive assessment.

Includes the online or paper-based snapshot STA reading assessment.

Any adaptive, snapshot or paper-based non-adaptive assessment.

Includes learners that were ‘Undecided’ or ‘Above Threshold’ in initial STA reading assessment.

Learners who were ‘Below Threshold’ in initial STA reading assessment may be reassessed using Starting Points, a vocabulary assessment, or a STA reading assessment.

Trades Academies Reading and numeracy assessments are required.  Writing and Vocabulary assessment options are optional. Any adaptive, snapshot or paper-based non-adaptive assessment.

Includes the online or paper-based snapshot STA reading assessment.

Any adaptive, snapshot or paper-based non-adaptive assessment.

Includes learners that were ‘Undecided’ or ‘Above Threshold’ in initial STA reading assessment.

Learners who were ‘Below Threshold’ in initial STA reading assessment may be reassessed using Starting Points, a vocabulary assessment, or a STA reading assessment.

 

From the TEC: How to use the TEC literacy and numeracy assessment tools – Part 4


Guidelines for using the TEC assessment tools

Educators with an interest in addressing literacy and numeracy will want to know about the skills of learners as they enter programmes in order to adjust their delivery.  They will also be interested in measuring learner progress.

The TEC expects providers to assess learners at the beginning of a period of learning and to undertake progress assessments at intervals where there is sufficient time and opportunity for learners to make gains.

Providers should develop an organisation-wide plan for assessing learners’ literacy and numeracy. The plan should ensure that:

  • assessments are planned to align with each individual learner’s enrolment over their time of study
  • the key messages and delivery of literacy and numeracy assessments are consistent across the organisation
  • learners are not over-assessed (for example, where a learner completes a series of courses, assessing at the beginning and end of every course would be over-assessment); and
  • educators are aware that they can use assessments from other educators or providers, if the learner has been assessed within the last 90 days.

Assessment expectations by fund

Providers must use the TEC literacy and numeracy assessment tools but may use their own assessments, in addition, as they see fit. Table 1 outlines TEC’s expectations for use of the assessment tools and assessment areas for monitoring and reporting.

Please note:

  • Learners in embedded or workplace literacy courses should have at least one initial assessment in reading and numeracy and one progress assessment in reading and numeracy, unless a learner is initially assessed as at or beyond Step 5 (numeracy) or Step 4 (reading).   Learners at these steps are not required to complete any further progress assessment.
  • The assessment areas used in progress assessments must be the same as those used for initial assessments, this includes assessment thresholds set in the initial assessment.  For example, if a provider administered initial assessments in writing and numeracy, then progress assessments in writing and numeracy must also be used.  This ensures consistency in using the Assessment Tool and underpins reliable reporting on learner gain
  • For embedded literacy and numeracy:
    • courses of 3 months duration or more are expected to provide sufficient opportunity for literacy and numeracy teaching and learning; and
    • the timing of initial and progress assessments should relate to the full duration of learner’s enrolment.  For example: if a learner is enrolled in a multi-year programme then annual assessments are required.  This takes a holistic, learner-centred approach and avoids over-assessment.
    • all students need to be assessed using the Assessment Tool.  The STA is recommended for learners with very low reading skills.
    • Starting Points has three levels which tracks progress in broad terms, before competency is high enough to use the Assessment Tool.
    • the vocabulary assessment is useful in diagnosing whether a learner’s vocabulary is a limiting factor in their reading competency.
    • in 2013, TEC will be working with the Ministry of Education and sector stakeholders to refine the starting points assessment to better reflect learner classification and adapt starting points assessment to specific needs.
  • Full uptake by providers and educators in using the TEC Assessment Tool options  as outlined in this document, will be critical to informing TEC policy and funding decisions to be progressed in 2013 and beyond.  This includes the development and implementation of funding conditions relating to use of the tools, as well as consideration of how learner gain can be evaluated and reported. Comprehensive and accurate data from providers will ensure those processes are evidence-based and robust.
  • From now on, TEC expects 95% learners enrolled in embedded, workplace or intensive literacy and numeracy courses to complete an initial assessment, and for at least 90% of learners who complete their course (or qualification, in the case of programmes with embedded courses) to undertake a progress assessment in the same strand and type as the initial assessment.  Learners who were assessed at step 5 numeracy or step 4 reading do not need to complete a progress assessment and are therefore excluded from the 90% progress assessment requirement.
  • For intensive literacy and numeracy:
    • all students need to be assessed using the Assessment Tool.  The STA is recommended for learners with very low reading skills.
    • Starting Points has three levels which tracks progress in broad terms, before competency is high enough to use the Assessment Tool.
    • the vocabulary assessment is useful in diagnosing whether a learner’s vocabulary is a limiting factor in their reading competency.
    • in 2013, TEC will be working with the Ministry of Education and sector stakeholders to refine the starting points assessment to better reflect learner classification and adapt starting points assessment to specific needs.
    • Full uptake by providers and educators in using the TEC Assessment Tool options  as outlined in this document, will be critical to informing TEC policy and funding decisions to be progressed in 2013 and beyond.  This includes the development and implementation of funding conditions relating to use of the tools, as well as consideration of how learner gain can be evaluated and reported. Comprehensive and accurate data from providers will ensure those processes are evidence-based and robust.
    • From now on, TEC expects 95% learners enrolled in embedded, workplace or intensive literacy and numeracy courses to complete an initial assessment, and for at least 90% of learners who complete their course (or qualification, in the case of programmes with embedded courses) to undertake a progress assessment in the same strand and type as the initial assessment.  Learners who were assessed at step 5 numeracy or step 4 reading do not need to complete a progress assessment and are therefore excluded from the 90% progress assessment requirement.

From the TEC: How to use the TEC literacy and numeracy assessment tools – Part 3


The Starting Points Assessment Guide https://www.literacyandnumeracyforadults.com/resources/354426  

This guide has been developed to support Starting Points: Supporting the Learning Progressions for Adult Literacy.  It provides suggestions for assessing adults who are operating below the steps described in the Learning Progressions for Adult Literacy.  The assessment procedures described in this guide are fine-grained and help to identify what a learner does and does not know in relation to the component skills of reading and writing in order to maximize the effectiveness of future instruction.

In 2013, TEC will be working with the Ministry of Education and sector stakeholders to refine the starting points assessment to better reflect learner classification and adapt starting points assessment to specific needs.

 

From the TEC: How to use the TEC literacy and numeracy assessment tools – Part 2


About the assessment tools

  1. The Literacy and Numeracy for Adults Assessment Tool https://assess.literacyandnumeracyforadults.com/Login.aspx   

The Assessment Tool provides tertiary educators, institutions and TEC with robust information on learners’ literacy and numeracy levels and evidence of their progress.  The Assessment Tool contains a number of different types of literacy and numeracy assessments as summarised in the following table.

Online Adaptive Snapshot Non-adaptive (including pen and paper)
Numeracy Yes Yes Yes
Reading Yes Yes Yes
Writing No No Yes
Vocabulary Yes No No
Step 2 Threshold (STA) No Yes Yes
Starting Points Available only in Starting Points hard copy assessment resource

Online adaptive assessments

The TEC encourages providers and educators to use the online adaptive assessments for reading and numeracy because the assessments are individualised and the results more robust and reliable.  As these are marked by the computer the administrative demand is reduced.  In 2013 TEC will release specifications for use of online options on a tablet or iPad device in addition to the current online capability.

Snapshot assessments

The Snapshot is a shorter version of the adaptive assessment that is particularly suitable for follow-up or progress assessments.  The Snapshot assessment is available in a paper based option. With the Snapshot assessment there is the ability to nominate a step threshold. This feature enables a specific step to be targeted and to see whether learners are below threshold, above threshold or somewhere in the middle (undecided). Note that learners still receive a scale score and a step level result.

A specific type of snapshot assessment has been identified as suitable for learners with very low reading skills.  This is the Step 2 Threshold Assessment for Reading (referred to as STA reading). The STA reading offers a means of meeting TEC’s data and assessment requirements while, at the same time, addressing feedback from the sector about learners with very low reading skills.

Non-adaptive assessments

The non-adaptive assessments are most appropriate when access to the online assessment tool is limited or highly impractical.

The vocabulary assessments

The vocabulary assessment provides further diagnostic information for learners with very low reading skills.  It provides one way to identify if a learner’s vocabulary is the limiting factor in their reading.