Alternative Assessment Measures in Adult Basic Education Programs (Adult Informal Measures: AIM).

Autor/inn/en	Lazar, Meryl K.; Bean, Rita M.
Institution	Pittsburgh Univ., PA.
Titel	Alternative Assessment Measures in Adult Basic Education Programs (Adult Informal Measures: AIM).
Quelle	(1991), (107 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Basic Education; Alternative Assessment; Career Development; Comparative Analysis; Females; Guidelines; Informal Assessment; Literacy Education; Reading Skills; Spelling; Standardized Tests; Student Evaluation; Test Construction; Test Use; Test Validity; Writing Skills + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Berufsentwicklung; Weibliches Geschlecht; Richtlinien; Reading skill; Lesefertigkeit; Schreibweise; Standadised tests; Standardisierter Test; Schulnote; Studentische Bewertung; Testaufbau; Testanwendung; Testvalidität; Writing skill; Schreibfertigkeit
Abstract	A project was conducted to develop and implement a comprehensive assessment system in existing adult education programs. Weekly site visits were made to four programs as follows: a segment of a large adult program offering literacy, General Educational Development (GED), and specialized technical courses; a small community-based program with literacy and GED components; a small community-based program focusing on career development for women wishing to reenter the work force; and a career development program for women that provided training in computer and secretarial skills with an adjunct literacy component. Adult informal measures (AIM) were developed along with AIM development/use guidelines. Data from site observations and student and teacher interviews indicated that informal assessment and portfolio development can be useful to instructors for students at all ability levels in all types of adult education settings if learning outcomes are clearly defined before implementation of an instructional program; however, no relationship between alternative and standardized assessment measures could be validated because of inconsistent use of the measures and the small numbers of students studied. (Appended are pre- and posttest data for the programs and 13 reading, writing, and spelling AIM developed for use in peer, teacher, and self-evaluation.) (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01