Assessment and the Adult Learner: Does Authentic Assessment Influence Learning?

Autor/inn/en	Saunders, Nancy G.; Saunders, George A.; Batson, Ted
Titel	Assessment and the Adult Learner: Does Authentic Assessment Influence Learning?
Quelle	(2001), (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Adults; Graduate Students; Higher Education; Performance Based Assessment; Portfolio Assessment; Skill Development; Student Evaluation; Teacher Education; Teachers; Thinking Skills + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Leistungsermittlung; Portfoliobeurteilung; Kompetenzentwicklung; Qualifikationsentwicklung; Schulnote; Studentische Bewertung; Lehrerausbildung; Lehrerbildung; Lehrer; Lehrerin; Lehrende; Denkfähigkeit
Abstract	The purpose of this study was to determine whether a performance-based assessment system newly implemented in a graduate education (Masters of Education) program was related to the development of adult learners' cognitive skills. This assessment system required that learners develop and maintain a professional teaching portfolio showing evidence of the effective application of course knowledge in their P-12 classroom. Course-specific authentic assessments were included in this system, as well as a limited number of traditional assessment pieces. Participants completed a survey during the final class of each of 8 courses, for a total of 2,567 survey responses grouped into 2 sets from June 1998 through May 1999. There were three primary findings. First, clusters or composites of instructional and curricular strategies tended to function together in relation to participants' perceived growth in cognitive skills. The same four composites were identified in each of the two survey sets. The second finding was that the curricular strategies clustered and, as a composite, strongly correlated with participants' perceived growth in cognitive skills. This strong correlation was also evident in both survey sets. The third finding was that, in both survey sets, assessment practices clustered and tended to function together in relation to participants' perceived skill growth. Although the study's results do not strongly support the use of performance-based assessment, both current educational theory and professional common sense do support its use. The survey is attached. (Contains 40 references.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01