Standards for Adult Literacy: Focal Points for Debate. [Report No.: NCM-TR-95-04

Autor/inn/en	Stites, Regie; und weitere
Institution	National Center on Adult Literacy, Philadelphia, PA.
Titel	Standards for Adult Literacy: Focal Points for Debate. [Report No.: NCM-TR-95-04
Quelle	(1995), (33 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Basic Education; Adult Literacy; Competency Based Education; Evaluation Methods; Functional Literacy; Literacy Education; Standards; Student Evaluation + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Funktionale Kompetenz; Standard; Schulnote; Studentische Bewertung
Abstract	Due to fragmentation of the field, framing and engaging in debates over adult literacy standards have been particularly difficult. The discourse of adult literacy standards reflects this fragmentation. The terms content standards and opportunity-to-learn (OTL) standards have typically not been used. The term performance standards has been used inconsistently and too generally. Goals 2000 and related national-level policies call for development of a voluntary system of standards to raise expectations and make schools and students accountable for higher levels of performance. Preliminary efforts to define content standards have focused on definitions of workplace competencies. Relatively little attention has been given to more broadly defined conceptions of functional literacy knowledge and skills. Although the National Adult Literacy Survey represents advancement in the assessment of functional literacy skills, work is needed to develop more authentic, performance-based assessments. Efforts to develop OTL standards have been focused on program quality indicators and professionalization. The particular characteristics of the field of adult literacy call for development of new forms of standards to meet the needs of equity in access and outcomes, coordination of service provision, and sensitivity to the learning needs of an increasingly diverse population. Adult educators and learners have a special stake in standards and need to be actively involved in all areas of standards setting for adult literacy. (Contains 71 references.) (YLB)
Anmerkungen	National Center on Adult Literacy, Publications, 3910 Chestnut Street, Philadelphia, PA 19104-3111 (order no. TR95-04).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01