Summer Institute: Focus on Assessment in Adult Literacy Education. Evaluation Report.

Autor/inn/en	Trovato, Charlene A.; und weitere
Institution	Pittsburgh Univ., PA.
Titel	Summer Institute: Focus on Assessment in Adult Literacy Education. Evaluation Report.
Quelle	(1993), (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Basic Education; Adult Educators; Adult Literacy; Educational Assessment; Inservice Teacher Education; Institutes (Training Programs); Literacy Education; Program Effectiveness; Program Evaluation; Program Improvement; Summer Programs + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Adult education teacher; Adult training; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; assessment; Bewertungssystem; Lehrerfortbildung; Sommerakademie; Programme evaluation; Programmevaluation; Sommerkurs
Abstract	An evaluation was conducted of a summer institute on assessment in adult literacy held at the University of Pittsburgh. The summer institute was designed to enable program administrators and instructors to hear experts in the field of adult assessment discuss, in depth, the issues that are common to all adult literacy providers. Participants had opportunities to broaden their knowledge base about formal and informal assessment and to participate in problem-solving activities about assessment issues relevant to their day-to-day professional lives. Each participant received institute evaluation forms for the small group sessions, workshops, and overall effectiveness of the institute, including quality of the keynote addresses. The evaluation found that of the 95 participants, 43 percent were administrators, 37 percent were instructors, 12 percent were counselors, and 8 percent were volunteers. Fifty percent of the participants identified themselves as experienced in the area of adult literacy. The majority of participants agreed that the content of the workshops and small group sessions was relevant to their needs, well organized, and highly effective, with an adequate balance of information-giving, hands-on activities, and time to ask questions and interact. The study concluded that, overall, the institute was successful and accomplished its goals in addressing the needs of a diverse group of literacy providers. Recommendations to improve future workshops included the following: (1) keynote speakers need to incorporate adequate opportunities for group interaction; (2) keynote speakers need to provide practical examples so participants can make connections between theory and practice; (3) participants would benefit from more handouts so that they could review the materials; and (4) participants should be provided with lists of references. (The questionnaires used in the evaluation are included in the report.) (KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC