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Adult Learning Assessment Term Paper
Pages:3 (871 words)
Sources:7
Subject:Education
Topic:Adult Learner
Document Type:Term Paper
Document:#14530132
Adult learning self-assessments can prove influential for motivating students (Stipek, Recchia, & McClintic, 1992, cited in Ross, 2006, p. 7). The assessment developed for this assignment was designed to enable students to provide feedback both about their instructor as well as about the course they took from their instructor. Assessments help students who might not be able to convey their learning progress otherwise (Loacke, 2004). Specifically, this assessment was an opportunity for adult learners with students within Miami-Dade county public schools to reflect on their learning experiences with teachers in an effort to improve them in the future. As such, there were two primary facets of the assessment: a Likert-based questionnaire (in which a rating of 1 was disagree and 5 was strongly agree), and a pair of essays in which students discussed, respectively, what aspects of the course and of the pedagogue's instruction they would like to improve. Student effort factor heavily into these assessments, which is important (Rolheiser, Bower, & Stevahn, 2000, p.77). Student assessments are a valuable way to supplement teacher assessments, which are not always reliable (Ross, 2006, p. 4).
The hypothetical learner subject covered in the assessment pertained to the adult learners. The bulk of the assessments administered were to adult students taking a SAT preparation course, however. The specific outcomes that we measured included the degree of improvement students felt they made during the tenure of the course, how the teacher affected that improvement or lack thereof, as well as how other particulars of the course (its structure, classroom environment, homework, and the teaching style of the instructor) affected their learning. The target population involved, therefore, was a group of middle-aged parents taking this course at Amador Valley High School.
ASSESSMENT
The assessment was administered with very strict instructions. It was given at the end of the final day of class without the instructor present so students had autonomy. A separate administrator (other than the teacher) issued the assessment and allowed students as much as time as is required to complete it. The assessments were then sealed into an envelope which the teacher was not privy to until after she had turned in the final grades. For learners with special needs, they will be given the same accommodations that they are given for general learning to complete the assessment. Those who need translations into American Sign Language or Braille are readily supplied these accommodations the same as they are during general classroom sessions.
Assessment Checklist
You improved significantly in the Passage-Based Reading section (1-5). You improved significantly in the Sentence Completion section (1-5). You improved significantly in the Improving…
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