ERIC Number: ED351365
Record Type: RIE
Publication Date: 1992
Alternative Approaches to Assessment and Evaluation in Family English Literacy Programs. Field Test Edition 1992.
Holt, Daniel D., Ed.
This document is a guide to the use of alternative assessments (surveys, interviews, observation measures, and performance samples) in a family literacy project. This resource guide focuses on using alternative approaches to identify learners' needs, determine learners' ongoing progress in meeting project objectives, ascertain overall success of the project, give staff immediate and relevant feedback, enable learners to assess their own development, and meet guidelines contained in Title VII of the Elementary and Secondary Education Act. Chapter 1 contains an introduction to family literacy and presents some of the special evaluation issues related to implementing literacy programs. Chapter 2 presents a model for integrating program planning, implementation, and evaluation. Chapters 3, 4, and 5 illustrate the three phases of assessment and evaluation. Chapter titles and authors are: (1) "Introduction to Alternative Approaches to Assessment and Evaluation" (D. D. Holt); (2) "Integrating Program Planning, Implementation, and Evaluation" (D. Ramirez); (3) "Initial Assessment: First Step to Success" (K. Graham); (4) "Assessing Ongoing Progress: Are We Progressing?" (H. S. Wrigley); and (5) "Collecting, Analyzing, and Reporting Alternative Assessment Results" (S. Gelardi). One figure and 29 sample handouts and survey forms are included. (SLD)
Descriptors: Adult Basic Education, Alternative Assessment, Data Analysis, Data Collection, Evaluation Methods, Family Literacy, Family Programs, Field Tests, Guides, Interviews, Limited English Speaking, Literacy Education, Models, Performance Based Assessment, Program Development, Program Evaluation, Program Implementation, Questionnaires, Test Use
Publication Type: Collected Works - General; Guides - Non-Classroom; Tests/Questionnaires
Education Level: N/A
Audience: Administrators; Practitioners; Researchers
Sponsor: Office of Bilingual Education and Minority Languages Affairs (ED), Washington, DC.
Authoring Institution: California State Dept. of Education, Sacramento. Bilingual Education Office.
Grant or Contract Numbers: N/A