Adult Learner Assessment
Adult Learner Assessment
Theresa Ann Hayden, M.A., Ed.S.
Classroom Assessment in Education
Dr. Kelli Ligeikis
Capella University
June 15, 2011
Adult Learner Assessment
Classroom assessment is critical to the measurement of student achievement. As stated in Angelo and Cross, (1993):
Classroom assessment helps individual college teachers obtain useful feedback on what, how much, and how well their students are learning… [the purpose] is to produce the highest possible quality of student learning…to help student learn more effectively and efficiently than they could on their own (p. 3).
Student learning is the overall goal of education; the student may be a child, an adult, an informal learner, or a formal learner; regardless of which type of learner he or she is, the goal is to learn new concepts, topics, and subjects. The mastery of that subject matter is the charge of both the teacher and the student.
In identifying three concepts pertinent to classroom assessments for adult learners, “assessment procedures can be used for measuring entry performance (placement assessment), monitoring learning progress (formative and diagnostic assessment), or measuring end-of-instruction achievement (summative assessment)” (Gronlund and Waugh, 2009, p. 14). This translates to the classroom as pre-test, or preview (to writing skills, for example); on-the-spot identification of “opportunities for improvement,” feedback and post-testing, whether it’s verbal, written, or another assessment.
Classroom assessment is typically, one of the last steps performed in the education of adult learners. However, assessment of a student’s abilities before, during, and after teaching can also be performed. First, the teacher plans and prepares instructional objectives which are in line with the learning institution, state, and local objectives. These objectives must also be:
Guided by what the students are expected to learn… [while] the instructional objectives are also in harmony
Theresa Ann Hayden, M.A., Ed.S.
Classroom Assessment in Education
Dr. Kelli Ligeikis
Capella University
June 15, 2011
Adult Learner Assessment
Classroom assessment is critical to the measurement of student achievement. As stated in Angelo and Cross, (1993):
Classroom assessment helps individual college teachers obtain useful feedback on what, how much, and how well their students are learning… [the purpose] is to produce the highest possible quality of student learning…to help student learn more effectively and efficiently than they could on their own (p. 3).
Student learning is the overall goal of education; the student may be a child, an adult, an informal learner, or a formal learner; regardless of which type of learner he or she is, the goal is to learn new concepts, topics, and subjects. The mastery of that subject matter is the charge of both the teacher and the student.
In identifying three concepts pertinent to classroom assessments for adult learners, “assessment procedures can be used for measuring entry performance (placement assessment), monitoring learning progress (formative and diagnostic assessment), or measuring end-of-instruction achievement (summative assessment)” (Gronlund and Waugh, 2009, p. 14). This translates to the classroom as pre-test, or preview (to writing skills, for example); on-the-spot identification of “opportunities for improvement,” feedback and post-testing, whether it’s verbal, written, or another assessment.
Classroom assessment is typically, one of the last steps performed in the education of adult learners. However, assessment of a student’s abilities before, during, and after teaching can also be performed. First, the teacher plans and prepares instructional objectives which are in line with the learning institution, state, and local objectives. These objectives must also be:
Guided by what the students are expected to learn… [while] the instructional objectives are also in harmony