Learning in Progress: Recognising Achievement in Adult Learning.

Autor/in	Nashashibi, Pauline
Institution	Learning and Skills Development Agency, London (England).; National Inst. of Adult Continuing Education, Leicester (England).
Titel	Learning in Progress: Recognising Achievement in Adult Learning.
Quelle	(2002), (75 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	1-85338-801-7
Schlagwörter	Leitfaden; Achievement; Achievement Rating; Adult Education; Adult Educators; Adult Learning; Adult Students; Alternative Assessment; Case Studies; Check Lists; Developed Nations; Educational Methods; Educational Objectives; Educational Policy; Foreign Countries; Government School Relationship; Grading; Guidelines; Informal Assessment; Learning Motivation; Measurement; Models; National Standards; Noncredit Courses; Outcomes of Education; Postsecondary Education; Program Guides; Student Educational Objectives; Student Evaluation; Student Motivation; Student Participation; Student Records; Values; United Kingdom (England) + Suchen Sie Ihr Suchwort? Performance; Leistung; Achievement; Rating; Beurteilung; Leistungsbeurteilung; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adult education teacher; Adult education; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Adulte education; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Case study; Fallstudie; Case Study; Checkliste; Developed countries; Industriestaat; Industrieland; Educational method; Erziehungsmethode; Educational objective; Bildungsziel; Erziehungsziel; Politics of education; Bildungspolitik; Ausland; Notengebung; Schulnote; Richtlinien; Motivation for studies; Lernmotivation; Messverfahren; Analogiemodell; Lernleistung; Schulerfolg; Post-secondary education; Tertiäre Bildung; Studentische Bewertung; Schulische Motivation; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Schülerakte; Wertbegriff
Abstract	This document explores the United Kingdom's developing practice of recognizing adult students' achievement in ways that make flexible use of the learning outcomes methodology, provide a mix of accredited and non-credited work, and are sensitive to the ethos of adult learning. (That ethos is often characterized by adult students' desire for noncredit courses, while providers have to demonstrate student achievement to funding authorities interested in upholding national standards.) An introduction sets the context by posing key questions to providers who want to demonstrate student achievement. The remaining sections are entitled Recognizing Achievement, Celebrating Achievement and Telling the Story, Developing Practice, Achievement of Learning Goals, Quality Assurance, Setting Up a System to Recognize and Record Achievement, Challenge and Support, and Staff Development. Included within the sections are (1) six case studies of adult learning centers' assessment strategies; (2) three staff development exercises; and (3) two student assessment checklists. In addition, five figures and seven website addresses are provided. The following are appended: "when to use the assessment activities" diagram; draft learner record; Workers' Educational Association learning outcomes record; Sample Teacher Record: Learner Participation and Progress; Leicestershire Youth and Community Education Service learning review; and, Mary Ward Centre moderator's report form on individual teachers. (Contains 28 references.) (AJ)
Anmerkungen	Learning and Skills Development Agency, Regent Arcade House, 19-25 Argyll Street, London W1F 7LS, United Kingdom (Ref no. 1321A; free). Tel: 020 7297 9000; Fax: 020 7297 9001; Web site: http://www.lsda.org.uk/home.asp. For full text: http://www.lsda.org.uk/files/PDF/1321A.pdf.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC