A Staff Development Model for Use of a Comprehensive Assessment System in Adult Literacy Programs.

Autor/inn/en	Lazar, Meryl K.; Bean, Rita M.
Institution	Pittsburgh Univ., PA.
Titel	A Staff Development Model for Use of a Comprehensive Assessment System in Adult Literacy Programs.
Quelle	(1993), (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Basic Education; Adult Literacy; Adult Students; Assessment Centers (Personnel); Evaluation Methods; Guidelines; Inservice Teacher Education; Instructional Effectiveness; Literacy Education; Models; Staff Development; Student Evaluation; Teaching Methods + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Richtlinien; Lehrerfortbildung; Unterrichtserfolg; Analogiemodell; Personnel development; Personalentwicklung; Schulnote; Studentische Bewertung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	A project was conducted to provide staff development opportunities to adult education instructors so they could use the Adult Informal Measures developed at the University of Pittsburgh, with a long-range goal of creating a staff development model for the use of informal assessment in adult education programs by instructors with varying expertise and situations. The model was created and implemented at three sites, and a set of guidelines for creating staff development opportunities for all adult literacy instructors was developed. Evaluation of the model used documentation of site visits, recommendations, types of follow-up on recommendations, use of assessment materials in classroom operation, and interviews with instructors and students. The study found that learning to use informal assessment involves more than a knowledge base and assessment instruments. Instructors must understand what literacy learning is and is not before they can provide students with experiences that enable them to use their knowledge to construct meaning and assess their progress. The study concluded that instructors must do the following: know the extent of their knowledge about the purposes of literacy learning; understand how their curriculum addresses this understanding and how they can use assessment and portfolio development to create informed instruction; use the assessment instruments; and create assessment measures to suit their own teaching situations. (The project report includes guidelines for creating staff development sessions on using informal assessment and samples of assessment materials.) (KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC