Performance Assessments for Adult Education Exploring the Measurement Issues: Report of a Workshop (2002) / Chapter Skim
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Pages 92-102
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From page 92... ...
92 7 Options and Strategies This section of the report summarizes the various suggestions forpractical steps that could be taken in making performance assess-ments in adult education useful to educators and students, psychometrically acceptable, adequate for national reporting purposes, and feasible without overtaxing the personnel or fiscal resources of any state or program. The strategies presented are grouped under the problem they are meant to address.
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From page 93... ...
OPTIONS AND STRATEGIES 93 Pooling Resources Through Consortia One strategy for overcoming the problems posed by limited resources is to form consortia. Yen, Braun, Plake, and Impara suggested that states form consortia in which they could pool their resources to find the expertise needed and to do the work required to develop assessments useful to all of them.
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From page 94... ...
94 PERFORMANCE ASSESSMENTS FOR ADULT EDUCATION designing and implementing assessment programs. Workshop presenters such as Ronald Hambleton, Stephen Sireci, and other psychometricians expressed their willingness to become involved in the challenges currently facing adult basic education.
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From page 95... ...
OPTIONS AND STRATEGIES 95 dent or the teacher; in the ABE system, as within the K-12 system, alignment of standards, curriculum, and assessment is key. Kit Viator pointed out that the state of Massachusetts placed a great deal of emphasis on the alignment of both content and performance standards with assessments.
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From page 96... ...
96 PERFORMANCE ASSESSMENTS FOR ADULT EDUCATION test has never been written. When tests are used for purposes of accountability and of supporting instruction, assessment items should be shared with the public at regular intervals.
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From page 97... ...
OPTIONS AND STRATEGIES 97 among teachers, the investment pays off enormously in terms of their influence on the students. Using Test Development to Create Professional Development At the workshop, concerns were voiced about the demands of the NRS in adult education and the increased demands for accountability in education in general.
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From page 98... ...
98 PERFORMANCE ASSESSMENTS FOR ADULT EDUCATION of accomplishments and to be connected organically to the material taught. However, data from performance assessments are also time-consuming to collect and to analyze, and they provide less direct comparability between students, programs, and states than other forms of assessment.
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From page 100... ...
100 PERFORMANCE ASSESSMENTS FOR ADULT EDUCATION indicated that 36 percent of the students completed a federally defined instructional level (i.e., progressed from one educational functioning level to the next)
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From page 101... ...
OPTIONS AND STRATEGIES 101 kinds of tasks (Linn, 1993; Mislevy, 1992)
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From page 102... ...
102 PERFORMANCE ASSESSMENTS FOR ADULT EDUCATION one NRS level to the next. Several speakers expressed concern that students might not actually show increments in skill sufficient to be measured by performance assessments.
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