California Adult Learner Progress Evaluation Process (CALPEP). California Literacy Campaign (CLC).

Autor/in	Solorzano, Ronald
Titel	California Adult Learner Progress Evaluation Process (CALPEP). California Literacy Campaign (CLC).
Quelle	(1988), (10 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Achievement; Adult Basic Education; Adult Literacy; Adult Programs; Literacy Education; Measures (Individuals); Program Development; Program Implementation; Reading Habits; Reading Skills; Skill Development; Student Evaluation; Student Improvement; Test Construction; Tutoring; Writing Skills + Suchen Sie Ihr Suchwort? Schulleistung; Adult; Adults; Education; Adult education; Erwachsenenbildung; Messdaten; Programmplanung; Reading habit; Lesegewohnheit; Reading skill; Lesefertigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Schulnote; Studentische Bewertung; Testaufbau; Förderkonzept; Nachhilfeunterricht; Writing skill; Schreibfertigkeit
Abstract	The California Literacy Campaign (CLC) is a statewide, community-oriented, library-based adult literacy program initiated by the California State Library in 1984. A key feature is the latitude given individual sites for developing literacy services to meet the needs of the local population. Two evaluations suggested that current learner progress assessment mechanisms were inadequate and the lack of common procedures limited the information's usefulness at the state level. The Educational Testing Service developed a process to evaluate adult learner progress for CLC literacy programs, called the California Adult Learner Progress Evaluation Process (CALPEP). It evaluates learner progress by examining changes in the learner's reading and writing habits/abilities. CALPEP measures these areas: changes in reading and writing habits; changes in reading and writing levels; progress toward attaining reading and writing goals; changes in learners' perceptions of reading and writing progress; change in work status; and reasons for leaving program. These outcome dimensions are examined initially upon program entrance and every 6 months thereafter. CLC has been successful because of student motivation incorporated into program design. Another important aspect of the program is setting learner goals. CALPEP is in its first field-test year. Data will be gathered to determine its impact on CLC and the need for changes. (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC