ESEE come, not so ESEE go… What went wrong with the Learner Gains Research Project and what can we learn from it?

A couple of weeks ago the Ministry of Advanced Education and Skills Development (MAESD) released a memo and accompanying reports announcing they will not use the Essential Skills for Employment and Education (ESEE) test to measure the skill gains of students who participate in LBS programs. ESEE was piloted in LBS programs in what was… Read More

Messages of failure and not being “normal” are built into the ESEE

In a previous post, I wrote about the  difficulty of the Essential Skills for Education and Employment (ESEE), an assessment being piloted as part of the Learner Gains Research Project (LGRP). The research involves 1800 learners who are to take the ESEE at the beginning and end of their time in a program to see if the… Read More

What makes the spin-off tests so darn difficult (and frustrating)?

All spin-off tests share common elements since they adhere to the basic test development methods used to construct test items in the international literacy tests. Here are the main reasons that they are difficult and an inappropriate measure  in the context of literacy learning programs: The spin-offs claim to be “authentic” and representative of a task… Read More

A decade of effort to make the unworkable work

Since 2007 the policy folks who oversee the literacy program at Ontario’s Ministry of Training, Colleges and Universities (MTCU) have been attempting to use an international literary spin-off test to produce a measure of what they refer to as learner gains. What they are after are test results that show an improvement or increased score… Read More