1975-76 Pennsylvania Adult Basic Education Assessment Project: An Examination of the APL Construct and Mezirow's Program Evaluation Model as a Basis for Program Improvement. Final Report.

Autor/inn/en	Lindsay, Carl A.; und weitere
Institution	Pennsylvania State Univ., University Park.
Titel	1975-76 Pennsylvania Adult Basic Education Assessment Project: An Examination of the APL Construct and Mezirow's Program Evaluation Model as a Basis for Program Improvement. Final Report.
Quelle	(1976), (87 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Adult Basic Education; Basic Skills; Competency Based Education; Educational Assessment; Educational Diagnosis; Educational Objectives; Educational Programs; Inservice Teacher Education; Performance Tests; Program Effectiveness; Program Evaluation; Program Improvement; State Programs; State Surveys; Statewide Planning; Task Performance; Test Interpretation; Test Results; Pennsylvania; Adult Performance Level + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Basic skill; Grundfertigkeit; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; assessment; Bewertungssystem; Pedagogical diagnostics; Pädagogische Diagnostik; Educational objective; Bildungsziel; Erziehungsziel; Lehrerfortbildung; Leistungsbeurteilung; Leistungsermittlung; Leistungsmessung; Leistungsüberprüfung; Programme evaluation; Programmevaluation; Regierungsprogramm; Planwirtschaft; Test analysis; Testauswertung
Abstract	A project was conducted in Pennsylvania to determine what changes might improve the effectiveness of the State's adult basic education (ABE) program. Northcutt's construct of functional competency adult performance level (APL) and Mezirow's program evaluation model provided the basis for the project's two components: APL assessment and program analysis. Data was collected through (1) surveys of staff and students from a sample of sixty ABE programs, (2) student performance on the APL, and (3) workshops attended by eighty-eight practitioners from local ABE programs. The APL assessment resulted in several findings including the following: APL levels discriminate effectively among student abilities; and there was general staff agreement that the APL construct could be used in establishing statewide criteria for different grade levels and that the APL test could serve as a diagnostic-placement tool. The program analysis findings included the following: A major problem in goal-setting is the discrepancy that often exists between program goals and those of individual students; the primary consideration for selecting ABE staff should be ability; and formal daily staff discussions are regarded as the most effective format for inservice sessions. (The report concludes with eighteen recommendations for improving program effectiveness or administrative efficiency of ABE programs at the Federal, State, and local levels.) (EM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC