Proof Positive: Learners' Views on Approaches To Identifying Achievement in Non-Accredited Learning. Briefing on the Aims, Key Outcomes and Implications of Recent NIACE Research.

Autor/inn/en	Turner, Cheryl; Watters, Kate
Institution	National Inst. of Adult Continuing Education, Leicester (England).
Titel	Proof Positive: Learners' Views on Approaches To Identifying Achievement in Non-Accredited Learning. Briefing on the Aims, Key Outcomes and Implications of Recent NIACE Research.
Quelle	(2001), (9 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Achievement; Adult Education; Alternative Assessment; Behavioral Objectives; Community Education; Developed Nations; Foreign Countries; Noncredit Courses; Outcome Based Education; Professional Development; Qualitative Research; Self Evaluation (Individuals); Skill Development; Staff Development; Student Attitudes; Student Educational Objectives; Student Evaluation; Student Motivation; United Kingdom + Suchen Sie Ihr Suchwort? Schulleistung; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; ; Gemeinschaftserziehung; Nachbarschaftserziehung; Developed countries; Industriestaat; Industrieland; Ausland; Lernerfolgsmessung; Qualitative Forschung; Kompetenzentwicklung; Qualifikationsentwicklung; Personnel development; Personalentwicklung; Schülerverhalten; Schulnote; Studentische Bewertung; Schulische Motivation; Großbritannien
Abstract	A qualitative study investigated learners' perspectives on a range of current systems for identifying, recording, and validating achievement in non-accredited learning. A sample of 169 learners were interviewed, individually and in small groups, using a semi-structured schedule. Ten education providers were involved. All were using a learning outcomes-based approach to identifying achievement in non-accredited programs, i.e. learners were asked at an early stage, either individually or collectively, to agree to a range of outcomes that were later used to help assess learning gain. Staff members were interviewed, using a semi-structured schedule, to identify links between learning outcome systems and wider quality assurances, teaching/learning approaches, and staff development. Findings indicated learners valued adult and community learning; they had a rich mix of purpose and long- and short-term goals; most identified some form of skill acquisition as their overall motivation; learners identified three sources of knowledge about their achievements (self assessment, tutors, and peer assessment); and they saw learning outcomes as creating a useful, flexible framework that helped them to understand what they had signed up for. The outcomes suggest the potential to develop and strengthen systems for identifying achievement; a significant need for professional development; and research potential. (YLB)
Anmerkungen	National Institute of Adult Continuing Education, 21 De Montfort Street, Leicester LE11 7GE, United Kingdom. Web site: http://www.niace.org.uk (free).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC