NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED337575
Record Type: RIE
Publication Date: 1991-Apr-23
Pages: 35
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Assessment in Adult Literacy Programs.
Rickard, Patricia L.
The assessment process is necessary to determine what adults need to know in order to do what they need to do--that is, to be literate. The characteristics of "good" assessment need to be identified using multiple indicators that determine progress toward goals for learners, programs, and policies. Ongoing learner-centered assessment must include needs assessment, skills appraisal, student placement, progress monitoring, and certification. Assessment must focus on essential competencies, include authentic performance-based processes, and be appropriate for diverse age and ethnic groups, learning levels, and learner goals. Some assessment tools include intake and progress interviews, work samples, and behavioral checklists. A comprehensive assessment system can be implemented at the local program level that provides the learner, the team of professionals, and the funding sources the accurate information needed to make decisions that have an impact on learning and programs. If a comprehensive and systematic assessment plan is implemented at the local program level, program staff will be able to provide for the needs of learners, instructors, and policymakers. One such plan is the Comprehensive Adult Student Assessment System (CASAS) developed by the California Department of Education. (This document describes CASAS and includes 88 references.) (KC)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Comprehensive Adult Student Assessment System
Note: Paper presented at the Adult Literacy Assessment Workshop (Philadelphia, PA, April 23, 1991).