Teaching, Learning and Assessment for Adults: Improving Foundation Skills (Centre for Educational Research and Innovation) PDF
224 Pages·2008·4.559 MB·English
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Preview Teaching, Learning and Assessment for Adults: Improving Foundation Skills (Centre for Educational Research and Innovation)
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Many adults in OECD countries have low language, literacy and numeracy (LLN) skills. The consequences of these low foundation skills span the economic, health and social well-being of individuals, families and communities. Investment in this sector of adult education is therefore crucial. This study looks specifically inside the programmes for adult LLN learners, with a focus on formative assessment. Drawing upon evidence gathered in country reports, exemplary case studies and international literature reviews, it examines the impact and implementation of different teaching, learning and assessment practices for adult LLN learners; the way innovative programmes address the very diverse needs and goals of this population; and the policies that support or hinder effective practice. This book provides a strong foundation for understanding the fundamental issues at stake in the adult LLN education, and can guide future policy, practice and research. A companion report which studies formative assessment in lower secondary schools was published in 2005 under the title Formative Assessment: Improving Learning in Secondary Classrooms . Table of Content : xecutive Summary SECTION I. THE CONTEXT AND CONDITIONS OF ADULT FOUNDATION AND SKILL LEARNING Chapter 1. Inside the Black Box: Language, Literacy, and Numeracy Classrooms Chapter 2. Who are the Learners? Date from International and National Surveys on Adult Foundation Skill Learners Chapter 3. Aligning Policy and Practice Chapter 4. The Educational Workforce for Adult LLN Provision: Instructors, Support Staff, and Volunteers SECTION II. THE STEPS OF THE LEARNING PROCESS Chapter 5. The Case Studies - Innovations for LLN Adults Chapter 6. First Steps: Diagnosing Learning Needs and Setting Goals Chapter 7. Relationships within the Classroom: dialgue and Peer Assessment Chapter 8. Techniques: Feedback, Questioning and Scaffolding Chapter 9. Developing Learner Autonomy Chapter 10. Recognising Learner Progress SESSION III. CONCLUSIONS Chapter 11. Supporting Effective Practice - Implications for Policy and Directions for Research ANNEXES Annex 1. International Surveys on LLN Learners Annex 2. Case Studies -Belgium by David J. rosen and Inge De Meyer -Denmark by Danielle Colardyn and Kirsten Baltzer -England by John Cummings and John vorhaus -France by Beoit Michel and Elie Maroun -Norway by Janet Looney, Anne Husby and Tove-Dina Roynestad -Scotland by Anne Sliwka and Lynn tett -United States by John Benseman and John Comings Annex 3. Reviews -The English Language Literature by Jay Derrick and Kathryn Ecclestone -The French Language Literature on Foundation Training at Work by Stephane Daniau and Paul Belanger -The German Language Literature by Anke Grotluschen and Franziska Bonna -The Literature in Spain by Florentino Sanz Annex 4. Overview of Policies and Programmes for Adult LLN Learners
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