Assessment in Open College Networks. An Occasional Paper.

Autor/in	Mager, Caroline
Institution	National Inst. of Adult Continuing Education, Leicester (England). Unit for the Development of Adult Continuing Education.
Titel	Assessment in Open College Networks. An Occasional Paper.
Quelle	(1991), (37 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	1-872941-74-5
Schlagwörter	Adult Education; Criterion Referenced Tests; Educational Diagnosis; Educational Testing; Evaluation Criteria; Evaluation Methods; Foreign Countries; Models; Networks; Open Universities; Student Evaluation; United Kingdom (Great Britain) + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Pedagogical diagnostics; Pädagogische Diagnostik; Ausland; Analogiemodell; Offene Universität; Schulnote; Studentische Bewertung
Abstract	Based on a November 1990 seminar attended by tutors and development workers from Open College Network (OCN) accredited programs, this paper describes principles and practice of assessment in OCN programs in Britain. The first two sections provide information on the seminar and define assessment. Section 3 lists assessment procedures for accreditation, for which tutors provide the following information: timing, who will perform the assessment, criteria, and forms. Section 4 discusses key features of assessment in OCNs identified during the seminar: (1) assessment procedures are clearly described and stated; (2) assessment procedures are not prescribed by the OCN; (3) assessment should enhance effectiveness of the learning process; (4) assessment must be appropriate to the target group; (5) assessment procedures must be consistent with program design; (6) assessment criteria must be consistent with program levels; (7) learners can be assessed and accredited at different levels within the same program; (8) assessment should be concerned with the learner's understanding of process and product; (9) all learners need not be assessed in the same form but, within each level, should be assessed to the same criteria; (10) assessment procedures are regularly reviewed and modified; (11) assessment procedures are enhanced through recognition and moderation; and (12) assessment is criterion referenced. (Appendixes, amounting to over one-half of the paper, include a checklist of good practices for mathematics tutors, a tutors' hint list for return to learning, contrasting approaches to art and craft, an example of assessment at different levels in art and design, and a brief description of the OCN accreditation framework and process.) (YLB)
Anmerkungen	National Institute of Adult Continuing Education, 19B De Montfort Street, Leicester LE1 7GE, England, United Kingdom, (3 British pounds).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC