| 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. |
Cochran-Smith,
M.
Lytle, S. L. |
Inside/outside:
teacher research and knowledge |
Teachers
College Press, New York, NY, 1993 |
In
the first section of the this book, the primary authors describe their
vision for teacher research and underscore how it can offer valuable knowledge
within classes and in the field. In the section section, various pracititioners
describe their process of responding to particular teaching/learning needs
of their classes and how they engaged in reflective practice to address
a wide range of issues. While most teachers worked in a K-12 setting,
some adult education teachers are represented. |
| Ellsworth,
E. |
"Why
Doesn't This Feel Empowering?" |
Harvard
Educational Review, 1989
v19, n3
|
The
author maintains that the discourse of critical pedagogy is based on assumptions
that give rise to repressive myths. She reflects on her role as a White,
middle-class woman and professor developing an antiracist course with
a diverse group of students. She critiques the concepts of empowerment,
student voice, dialogue, and critical reflection. Her arguments are similar
to those expressed by George Demitrion in "A Critical Pedagogy of
the Mainstream." |
| 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.
Kelly, J. |
Many
literacies: modules for training adult beginning readers and tutors |
Center
for International Education, Amherst, MA |
This
very accessible work summarizes and applies research in modules that provide
strategies for teaching reading and writing. |
Goswami,
D.
Stillman, P. |
Reclaiming
the classroom: teacher research as an agency for change |
Boyton/Cook,
Upper Montclair, NJ, 1987 |
This
anthology is divided into four parts including 1) Classroom Inquiry: What
is it? 2) Inquiry as an Agency for Change, 3) Planning Classroom Research,
and 4) Research Close-ups: Bread Loaf's Teacher-Researchers.
At the start of each section the editors conduct an interview with a researcher
|
| 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." |
Holt,
D.
Van Duzer, C. |
Assessing
success in family literacy projects: alternative approaches to assessment
& evaluation |
Center
for Applied Linguistics and Delta Systems, McHenry, IL, 1994
Can be
found at:
www.cal.org/ncle/books/
assess.htm
|
This
book provides guidance on developing an effective evaluation plan for
adult English language programs--whether in the context of family literacy,
workplace and workforce literacy, or general language development. With
an emphasis on surveys, interviews, observation measures, and performance
samples, the authors show how staff members and learners can gain accurate
information about how well they are meeting their goals. The book provides
many sample assessment tools and examples of strategies for summarizing
and analyzing assessment data that can be used in the classroom. |
Hubbard,
R.
Power, B. |
The
Art of Classroom Inquiry: A Handbook for Teacher-Researchers. |
Portsmouth,
NH: Heinemann, 1993 |
This book offers practical guidance and specific approaches for pursuing
teacher research. It includes suggestions for getting started, forms and
form letters for possible use, and "extensions" at the end of
some chapters which give specific journal-writing exercises, directed
practice in data collection and data analysis, guidance in literature
searches, and encouragement and support to write an article. |
| 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.
Reumann, R. |
Invitations
to Inquiry: Rethinking Staff Development in adult Literacy Education |
Philadelphia,
National Center on Adult Literacy (NCAL), 1992
Download from: http://literacy.org/search/
detailed.html |
This
monograph introduces a model for inquiry-centered staff development in
which participants work collaboratively to conduct systematic inquiries
at their program settings, critically analyze current theory and research
from field-based perspectives, and make problematic the social, political,
and cultural arrangements that structure literacy learning and teaching
in particular contexts. |
| Martin,
R. |
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. |
| Nunan,
D. |
The
Learner-Centred Curriculum |
Cambridge
University Press, Cambridge, England, 1988 |
Traditionally,
curriculum has been thought of as a statment of what SHOULD BE done in
a course of study. This books takes as it's starting point, what IS being
done by language teachers in their classrooms. Mr Nunan puts forth in
the course of this book, a model for a negotiated curriculum which involves
collaboration between teachers and learners. |
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. |
| Sticht,
T. |
Testing
and Assessment in ABE and ESL |
San
Diego: Applied Behavioral & Cognitive Sciences, Inc., 1990 |
NO
ANNOTATION |
| Vella,
J. K. |
Training
through Dialogue:Promoting Effective Learning and Change with Adults |
Jossey-Bass,
San Fransisco, CA, 1995 |
"Training
Through Dialogue" applies the principles of adult learning to the
tasks of designing and implementing educational programs. She draws on
the field of popular education, in which learners are essentially partners.
Through numerous examples in a variety of settings, Vella illustrates
the effectiveness of her train-the-trainer program: in Chile with community
health educators, in rural Arkansas with small business developers, in
New England with trainers from diverse nonprofit organizations etc. Each
chapter ends with a summary that invites critique and suggestions and
presents indicators of changed behavior from individuals who took part
in that particular program. |
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.
|
| 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 |
