Präsentation zum Thema: "Formative Assessment in Adult Basic Education Literature Review German-Language Areas Paris, October 2006."— Präsentation transkript:
1 Formative Assessment in Adult Basic Education Literature Review German-Language Areas Paris, October 2006
2 Key debatesKey debates are centered around a new learning culture with an active and self-directed learner (Pragmatism, Subject-Scientific Theory, Constructivism, Situated Cognition)Self-directed Learning (incl. Informal learning) has to be learned (Schiersmann 2006, Barz/Tippelt 2004, Grotlüschen/Brauchle 2004 / 2006)
3 Dyslexia & Brain Research Dyslexia is defined as a substantial impairment of reading and writing which can not be explained by lack of intelligence, social background or inadequate schooling (ICD-10)Neuropsychology suggests that Dyslexia can not be explained by the findings of brain research so far, i.e. problems of Cerebellum or symmetric Planum Temporale (Rüsseler 2006)
4 Formative Assessment The term is hardly known in Adult Education, but …well known in School Research, esp. Laboratory School in Bielefeld / Progressive School (F. Winter 2004)…Assessment is discussed in Special Education for selective and remedial purposes (Kretschmann 2005)
5 ABE Research about Assessment ABE research reports fear of being tested (Egloff 1997, Genuneit 2004, Linde in preparation) butEntrance/ initial talks are well accepted (56%, n=147 out of 300, Schladebach in press)
6 Assessment: Portfolio Approach ProfilPASS: Validation of informally acquired skillsintense consultation (2-3 talks with instructor)Evaluation of pilot phase reports improved learning motivation and reflection (27% realised formerly unconscious competences, n=1178)Workplace Instruments: Job Navigator, Analysis of competences (see Handbook)
7 Qualitative and Quantitative Diagnostics Hamburger Schreibprobe (normed test, Cronbachs Alpha >.92, correlation with exams>.78), usable for formative purposesAFRA (qualitative observation of the type of mistakes somebody makes) and others, butNo kowledge about the impact onto learning process, learning outcomes, self-esteem…
8 E-Learning in ABE Evaluation of an EQUAL project (n=45 & n=110) Adults find themselves stuck in the middle of a chapter – not knowing what went wrong, but bored and angry (lack of reflection on goals)Learners like to co-operate in their row while using learning software (no individual pathway)Learners prefer a tutor to explain and show a task instead of learning from the software
9 E-Learning and Assessment Qualitative Study (n=10)MC self-assessment is used (but no impact onto learning results!)Open questions are not used (lack of feedback, fear of being controlled by invisible turor)Portfolio / small projects are appreciated very much (tipps, advice by competent tutor on real-life project)
10 ABE and E-Learning Practice Ich-will-schreiben-lernen.deUsed in LLN classes at Volkshochschulen (ca learners and 400 teachers) plus anonymous learnersThree diagnostic questions, followed by some tasks >> tailor-made modulesComputerlinguistic background
11 ConclusionFormative Assessment improves ABE because of more intense reflection.FA improves ABE because of more tailor-made teaching. Both quantitative and qualitative instruments can be used for this purpose.E-Learning is used best for heterogenous groups in a class. Assessment of levels and results should include feedback.
12 Key GapsKnowledge about the relation of FA and learning process, learning outcomes, learning motivation…Knowledge about how to improve reflection and long-term interest in a subjectReliability and Validity of ABE Assessment instruments incl. E-Assessment?