Assessing and Acknowledging Learning through Non-Accredited Community Adult Language, Literacy and Numeracy Programs: Support Document

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Autor/inn/en	Dymock, Darryl; Billett, Stephen
Institution	National Centre for Vocational Education Research
Titel	Assessing and Acknowledging Learning through Non-Accredited Community Adult Language, Literacy and Numeracy Programs: Support Document
Quelle	(2008), (72 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Literature Reviews; Interviews; Questionnaires; Numeracy; Literacy Education; Adult Education; Outcomes of Education; Adult Students; Adult Learning; Evaluation Methods; Measurement Techniques; Educational Assessment; Noncredit Courses; Community Education; Vocational Education; Evaluation Research; Foreign Countries; Measures (Individuals); Adult Educators; Student Diversity; Student Evaluation; Program Evaluation; Evidence; Australia + Suchen Sie Ihr Suchwort? Interviewing; Interviewtechnik; Fragebogen; Rechenkompetenz; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Lernleistung; Schulerfolg; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Adulte education; Messtechnik; assessment; Bewertungssystem; ; Gemeinschaftserziehung; Nachbarschaftserziehung; Ausbildung; Berufsbildung; Evaluationsforschung; Ausland; Messdaten; Adult education teacher; Adult education; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Schulnote; Studentische Bewertung; Programme evaluation; Programmevaluation; Evidenz; Australien
Abstract	This Support Document was produced by the authors based on their research for the report, "Assessing and Acknowledging Learning through Non-Accredited Community Adult Language, Literacy and Numeracy Programs," and is an added resource for further information. There were five phases of this project: Phase 1 comprised further interrogation of Dymock's 2006 NCVER research data, a literature review, and identification of possible research partners; Phases 2 and 3, included reporting of interviews conducted at each of the partner sites and the collaborative development of a draft portfolio of monitoring tools. The testing and validation of those tools was the major activity of Phase 4, culminating in a workshop with the partners and researchers. Phase 5 entailed preparation of the Final Draft Report for feedback from the project partners and the NCVER internal and external reviewers, followed by submission of the Final Report. The purpose of this Support Document is to provide: (1) a full version of the literature review, and the possible bases for identifying the wider benefits of learning which emerged from that review; (2) a set of tables to summarise illustrative comments from coordinators, tutors and students about wider outcomes of adult language, literacy and numeracy learning, categorised against those tentative bases; (3) a table to capture the perceptions of coordinators, teachers & tutors about the extent to which it might be possible to develop indicators for those bases; (4) a table showing the responses of practitioners and students to examples of possible instruments for monitoring progress in non-accredited language, literacy and numeracy learning; (5) profiles of the five partner organisations for the project; (6) partners' reports on the trial of the selected instruments; and (7) copies of the original and revised interview schedules. In addition, a pdf attachment includes as appendices the nine examples of instruments for monitoring progress identified during the literature review and to which practitioners and students responded, and from which the six trial instruments were derived. (Contains 10 tables.) [For the full report, see ED503376. Funding for this work has been provided under the Adult Literacy National Project by the Australian Government, through the Department of Education, Employment and Workplace Relations.] (As Provided).
Anmerkungen	National Centre for Vocational Education Research Ltd. P.O. Box 8288, Stational Arcade, Adelaide, SA 5000, Australia. Tel: +61-8-230-8400; Fax: +61-8-212-3436; e-mail: ncver@ncver.edu.au; Web site: http://www.ncver.edu.au/publications/index.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10