| Author |
Title |
Publishing
Information |
Abstract |
| Brief |
Techniques
for Authentic Assessment |
ERIC
practice application brief
Online: www.ercacve.org/
|
Draws
from several sources to describe types of authentic assessment (skills
taught in context), explain some of the advantages and challenges they
present, and highlight some best practices in design and implementation,
with specific examples from adult, career, and vocational education. |
|
Burt, M. Keenan, F. |
Adult
ESL Learner Assessment: Purposes & Tools |
www.ericacve.org
ERIC Number 386962
|
This
article looks at learner assessment in adult ESOL programs and describes
commercially available tests as well as alternative assessment tools.
It discusses key issues in assessment and highlights some of the differences
between assessment and evaluation. |
| Fingeret,
H. A. |
It
Belongs to Me: A Guide to Portfolio Assessment in Adult Education Programs |
Literacy
South, Durham, NC, 1993 |
This
book is a practical guide for educators searching for alternative means
of assessing how students learn as well as realizing the practical application
of that learning. "It Belongs to Me" offers techniques that
benefit students and instructors alike. It carries the readers through
five stages of portfolio assessment which include: choosing, planning,
implementing, evaluating, and revising. |
| Gillespie,
M. |
Learning
to Work in a New Land: A Review and Sourcebook for Vocational and Workplace
ESL |
Washington,
DC, Center for Applied Linguistics, 1996 |
This
report provides a detailed overview of vocational and workplace ESL instruction
in the United States. It reviews existing research and practice, presents
program models, details funding strategies, and explains how to set up
a workplace ESL program. It also includes examples of classroom activities
and tools to use in needs assessment, learner assessment, and program
evaluation. (1996) "Gillespie's ability to distill research and present
it clearly is evident in this important new work. Public policy committees
in adult education, workplace education collaboratives, labor-management
coalitions, and labor unions could all benefit from this book." Lenore
Balliro, World Education, Boston |
Gillespie,
M.
Kelly, J. |
Many
literacies: modules for training adult beginning readers and tutors |
Center
for International Education, Amherst, MA, 1990 |
This
very accessible work summarizes and applies research in modules that provide
strategies for teaching reading and writing. |
| Herta-Marcias,
A. |
"Alternative
Assessment: Responses to Commonly Asked Questions" |
TESOL
Journal, Autumn 1995 |
Pits
alternative assessments against the criteria for validity and reliability
and declares it can fulfill both. What's more, "The data compiled
on individual students provide a clear picture of each student's development
through the various work samples and products collected. As an educator
looks at this picture, she can determine growth, areas of weakness, and
areas of strength." |
| Journal,
All Issues |
Adventures
In Assessment |
Published
by SABES (the System for Adult Basic Education Suppor
Online:
www.sabes.org/resources/
adventures/index.htm |
Adventures
in Assessment is published as an annual volume by SABES and provides a
forum for adult literacy practitioners to critically reflect upon a range
of issues and experiences pertaining to alternative assessment. It is
a staff development journal for authors reflecting on their own experiences
and sharing with others, as well as for readers interested in looking
at other ways to do assessment in their programs and classrooms. This
is available at your local RSC and online at www.sabes.org. |
| Journal,
One Issue |
Issue
Topic: Accountability and Learner Assessment |
Field Notes
v10, n3
Online:
www.sabes.org/fn103.htm
|
This
issue contains a dozen articles ranging from statewide issues of creating
an accountability system in Massachusetts to assessment with learning
disabled learners. It also includes information about Equipped for the
Future's take on assessment as well as resources on standardized tests
which are used in ABE. |
| Kerka,
S. |
Techniques
for Authentic Assessment |
ERIC practice
application brief, 1995
Online: www.ericave.org
|
Draws
from several sources to describe types of authentic assessment (skills
taught in context), explain some of the advantages and challenges they
present, and highlight some best practices in design and implementation,
with specific examples from adult, career, and vocational education. |
Lytle,
S.
Belzer, A.
Schultz, K.
Vannozzi, M. |
Learner
Centered Literacy Assessment: An Evolving Process From Participatory
Literacy Education: New Directions for Continuing Education, No 42 |
Jossey-Bass,
San Francisco, CA, 1989 |
This
article describes the process of developing a set of learner centered
assessemnt proceudres within a large, urban literacy agency. It describes
the development as well as the implementation and evaluation of an assesment
procedure they call the initial planing conference, an array of questions
and activities designed to engage adults in self exploration of their
literacy practices and abitlities. |
| Martin,
Rachel |
Listening
up: reinventing ourselves as teachers and students |
Boynton/Cook
Publishers-Heinemann, Portsmith, NH, 2001 |
Through
her own compelling example, Martin demonstrates the power of a sustained
dialogue between critical theory and classroom and community practice.
She advocates for a pedagogy that places teachers in a more genuine position
of colearner as together with students, they question the meanings they
make. Later chapters highlight the practical implications that notions
of multiple voices and identities have for the teaching of writing and
the questions they raise about the teaching of reading. The author also
describes community publishing projects. Poor and working-class people
are too seldom able to have their written visions and strategies distributed,
to become part of the way the world is described and possibilities for
change are widely considered. Martin argues that community publishing
does that, as it also links self-definition to self-determination. |
Rabinowitz,
S.
Ananda, S. |
Balancing
Local Assessment with Statewide Testing: Building a Program That Meets
Student Needs |
http://web.WestEd.org/
online_pubs/
kn-01-01.pdf |
For
the purposes of this article, local assessment refers to a formal set
of assessment approaches and tools developed by school districts or individual
schools to meet their needs. Developing and implementing a local assessment
system requires extensive money, expertise, and time. The article deals
with the pros and cons of doing that, the criteria which must be in place
in order to make local assessment systems work, and how local assessment
fits in with statewide testing. It is K-12 oriented but contain information
that could be valuable to adult educators as well. |
| Read,
J. |
Assessing
Vocabulary |
Cambridge
UP
ISBN:
0-521-62741-9
|
A
framework that expands the traditional concept of a vocabulary test to
cover a range of procedures for assessing the vocabulary knowledge of
ESOL learners. Includes a review of research; case studies of several
well-known vocab measures, with critical evaluation of each; discussion
of new directions. NOTE: This is one volume of several in a the Cambridge
Language Assessment Series. |
Schneider,
M.
Clark, M. |
Dimensions
of Change: An Authentic Assessment Guidebook |
Adult
Basic and Literacy Educatiors, Seattle, 1993 |
Dimensions
of Change is the result of a project -- "Integrated Assessment: Being
Accountable to Students and Teachers" -- conducted by practitioners
in Washington state. It lays down a theoretical base for authentic assessment,
provides classroom stories to make the theory concrete, and includes an
interactive guide to developing your own assessment system. The appendices
contain a large number of assessment tools and a bibliography. The teachers'
edition is spiral bound to make it easier to lay flat for copying. This
edition includes permission to copy the assessment tools contained in
the appendices. |
Schneider,
M.
Fingeret, H.A.
McGrail, L. |
Phenomenal
changes: stories of participants in the Portfolio Project |
Literacy
South, Greenboro, NC, 1996 |
This
book is the story of Literacy South's three year portfolio assessment
project. "Phenomenal Changes" tells the story of the project
in the words of the participants and explores outcomes, including some
unexpected ones. This publication gives valuable insights into the richness
of learning that can arise when teachers have an opportunity to reflect
deeply about their work. |
|
Schwarz,
R.
Terrill, L.
|
ESL
Instruction and Adults with Learning Disabilities
|
|
This
article reviews what is known about adult ESOL learners and LD, suggests
ways to identify and assess ESOL adults who may have LD, and offers
practical methods for both instruction and teacher training.
|
| Schwarz,
R. Burt, M. |
ESL
Instruction for Learning Disabled Adults |
www.ericacve.org
ERIC 379966
|
This
article discusses identification of LD in the ESL population, issues around
assessment of LD and the use of standardized tests with non- English speakers,
as well as instructional methods and materials. |
|
Smolen,
L.
Newman, C.
Wathen, T.
Lee, D.
|
"Developing
Student Self-Assessment Strategies" |
TESOL
Journal, Autumn 1995 |
A
very practical glimpse, thorough while brief, into the advantages of including
learners in assessment design, execution, and interpretation. Good ideas
about portfolio design, collected "showcase" work, and planning
ahead for assessment success. |
| Sticht,
T. |
Testing
and Assessment in ABE and ESL |
San
Diego: Applied Behavioral & Cognitive Sciences, Inc., 1990 |
NO
ANNOTATION |
| Taylor,
D. |
Learning
Denied |
Portsmouth,
NH: Meinemann, 1991 |
A
powerful book. Denny Taylor's conclusions confirm many teachers' doubts
about America's mania for standardized tests, and serve as a signal to
teachers and administrators that a reliance on test results can be more
than misleading; it can be a hazard to the child. Although focused on
K-12, this book also has much which can be applied in our work in adult
education. |
Van
Duzer, C.H.
Berdan, R. |
Perspectives
on Assessment in Adult ESOL Instruction |
Annual
Review of Adult Learning and Literacy, Volume 1.
Jossey-Bass, 2000
|
A very thorough overview of the main standardized tests being used in
programs, the challenges of assessing learners under WIA requirements,
and not by any means limited to ESOL. The authors argue that imposing
assessment testing on the field cannot have constructive results without
substantive changes first occurring in the field. Even includes ordering
information for most of the standardized tests commonly used in programs. |
| Vella,
J. K. |
Taking
Learning to Task: Creative Strategies for Teaching Adults |
Jossey-Bass,
San Fransisco, CA, 2000 |
Jane
Vella writes with one basic assumption: that learning is most effective
when teachers involve their students in the learning process. In Taking
Learning to Task, Vella shifts the spotlight from teaching tasks to learning
tasks. Unlike traditional teaching methods, learning tasks are open questions
leading to open dialogue between teacher and learner. To illustrate this
unique approach, Vella provides seven steps to planning learning-centered
courses, four types of learning tasks, a checklist of principles and practices,
critical questions for instructional design, key components for evaluation,
and other tools. She also shares real-world examples of successful learning
programs, including online and distance-learning courses. Taking Learning
to Task is a hands-on, practical guide to designing effective learning
tasks for diverse learners and diverse content. |
Vella, J.
Berardinelli, P.
Burrow, J. |
"How
Do They Know They Know?": Evaluating Adult Learning
|
Jossey-Bass,
San Fransisco, CA, 1997
Ordering info available at
www.wiley.com/Corporate/
Website/Objects/Products/
0,9049,105004,00.htm
|
The
book provides educators and trainers with a practical tool for determining
the effectiveness of the teaching and learning that takes place in their
classrooms. Describing evaluation as a process of accountability, the
authors take readers step by step through their approach, which connects
evaluation to program planning and engages learners as partners throughout.
|
| Video/Kit |
Working
with Adults with Learning Disabilities: A KET Professional Development
Video Package
|
For
Ordering information:
www.ket.org |
This
is a 90 minute video with print supplement. Program 7 deals with "Assessment
Instruments for Use with the Learning Disabled Population" It is
available at the Central RSC library. |
| ZIP |
Got
a great resource to suggest? Does one of our resources cover additional
standards? |
All
additions, suggestions, and queries are welcome! |
Please
contact Carey Reid at creid@worlded.org |
