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Performance Assessments for Adult Education
In the United States, the nomenclature of adult education includes adult literacy, adult secondary education, and English for speakers of other languages (ESOL) services provided to undereducated and limited English proficient adults. Those receiving adult education services have diverse reasons for seeking additional education. With the passage of the WIA, the assessment of adult education students became mandatory-regardless of their reasons for seeking services. The law does allow the states and local programs flexibility in selecting the most appropriate assessment for the student. The purpose of the NRC's workshop was to explore issues related to efforts to measure learning gains in adult basic education programs, with a focus on performance-based assessments.
Forum on Key National Indicators
On Feb. 27, 2003, the General Accounting Office (GAO) in cooperation with the National Academies, hosted a forum on key national indicators. The purpose of the forum was to have a rich and meaningful dialogue on whether and how to develop a set of key national indicators for the U.S. The forum brought together a diverse group of national leaders to discuss the following: How are the world's leading democracies measuring national performance? What might the U.S. do to improve its approach and why? What are important areas to measure in assessing U.S. national performance? How might new U.S. approaches be led and implemented? Charts and tables.
Assessment, Evaluation, and Accountability in Adult Education
This book is intended to help practitioners in adult education become better informed about assessment, evaluation, and accountability as these are critical functions of administering and running adult education programs. The book is for adult educators who have been asked to serve on assessment committees, produce detailed reports for funders and accreditors, create a culture of assessment within their program and organization, and/or develop reports for accountability purposes. Section one presents an introductory overview of assessment and evaluation in adult education. Section two gives guidance on practices for specific areas of adult education practice, such as military education, human resource development, and continuing professional education. Section three provides assessment practices for adults in higher education, with chapters dedicated to distance learning, health professions education, and graduate education.
Assessment in Support of Instruction and Learning
Assessment in Support of Instruction and Learning is the summary of a National Research Council workshop convened to examine the gap between external and classroom assessment. This report discusses issues associated with designing an assessment system that meets the demands of public accountability and, at the same time, improves the quality of the education that students receive day by day. This report focuses on assessment that addresses both accountability and learning.
Assessing Adult Learning
Showing adult educators how to use informal assesments to improve the learning of those they serve, this work explains well established assessment principles and demonstrates how educators can use those principles to devise and conduct assessments in collaboration with their learners.
Best Practices for State Assessment Systems, Part I
Educators and policy makers in the United States have relied on tests to measure educational progress for more than 150 years. During the twentieth century, technical advances, such as machines for automatic scoring and computer-based scoring and reporting, have supported states in a growing reliance on standardized tests for statewide accountability. State assessment data have been cited as evidence for claims about many achievements of public education, and the tests have also been blamed for significant failings. As standards come under new scrutiny, so, too, do the assessments that measure their results. The goal for this workshop, the first of two, was to collect information and perspectives on assessment that could be of use to state officials and others as they review current assessment practices and consider improvements.
Planning, Conducting, Evaluating Workshops
[V.1] Planning, conducting, evaluating workshops -- [v.2] Workbook.
