Adult Literacy Learner Assessment. ERIC Digest No. 103.

Autor/in	Imel, Susan
Institution	ERIC Clearinghouse on Adult, Career, and Vocational Education, Columbus, OH.
Titel	Adult Literacy Learner Assessment. ERIC Digest No. 103.
Quelle	(1990), (3 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Reihe	ERIC Publications; ERIC Digests in Full Text
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Adult Basic Education; Adult Literacy; Competency Based Education; Evaluation Methods; Illiteracy; Literacy Education; Minimum Competency Testing; Performance; Standardized Tests; Student Evaluation; Student Participation + Suchen Sie Ihr Suchwort? Schulleistung; Adult; Adults; Education; Adult education; Erwachsenenbildung; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Analphabetismus; Achievement; Leistung; Standadised tests; Standardisierter Test; Schulnote; Studentische Bewertung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung
Abstract	Four major types of approaches to learner assessment are standardized testing, materials-based, competency-based, and participatory assessment. Standardized tests are easy and inexpensive to administer. Objections are their intrinsic defects and misuse. Materials-based assessment, the practice of evaluating learners on the basis of tests following the completion of particular curriculum materials, creates a closed system. Because competency-based assessment recognizes the importance of prior learning and rewards what individuals can already do, it is more compatible for use with adults. A criticism is that it is still a test given under classroom conditions. Participatory assessment has these features: a view of literacy as practices and critical reflection, the use of a broad range of assessment strategies, and an active role for learners in the assessment process. A criticism is that alternate forms of assessment lead to less demanding levels of achievement. Guidelines for selecting assessment instruments and procedures include: purpose of the assessment; appropriateness of the instrument; reliability, validity, and practicality of the instrument; and congruence between instrument/approach and instruction. (Five references are listed.) (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC