ERIC Number: ED367192
Record Type: RIE
Publication Date: 1993-Apr-16
Interpreting Assessment Scores of Nonliterate Learners with Ethnographic Data.
Griffin, Suzanne M.
Research findings are reported that suggest that valid interpretation of assessment scores on illiterate and preliterate learners requires the use of ethnographic data. Data from observation notes, photos, and audiotapes indicated that learners' understanding of their tasks affected their performance in assessment situations. Previous findings from studies involving English-as-a-Second-Language (ESL) learning suggests the need to combine qualitative and quantitative research methods. The following recommendations are offered for procedures in cross-cultural educational research: (1) supplement written information about the subjects' culture with interviews with cultural informants and participant observations; (2) conduct a pilot study with individuals from the target culture; (3) determine how subjects view their participation in the study and anticipate a high number of noncompleters; (4) check the reliability of translators' messages to subjects; (5) accommodate cultural patterns in procedures; (6) verify subjects' familiarity with media used in the study; and (7) contextualize quantifiable outcomes with the ethnographic data collected during the study. Future directions for research on ESL literacy are noted. Appended materials include tables displaying quantitative data, a sample of translated documents (post-instruction interview), sample observation notes, and a sample drawing. Contains 142 references. (Adjunct ERIC Clearinghouse on Literacy Education) (LB)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual International Meeting of the Teachers of English to Speakers of Other Languages (27th, Atlanta, GA, April 13-17, 1993).