Module 2 - Orientation and Assessment
Assessment
Purposes for Assessment
It is important for the instructor to have a clear understanding of the purposes for assessment and to convey this information to their students. Assessment is an ongoing process, and no single test can do it all. Adult instructors and learners should use a variety of assessments to determine learning needs, demonstrate progress, and guide instruction.
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“Why do I have to take a test? What’s the use? I won’t pass it – you haven’t taught me anything yet!” |
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“Teachers need to be able to accurately assess learners’ needs and then directly address those needs in instruction.” |
Take a moment to consider the implications that regular discussion of assessment purposes can have on instruction for adult learners.
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On your worksheet, record your initial thoughts on discussing the purpose of assessment with the adult learner. |
To measure progress, you must first have a baseline record of the learner’s initial functioning upon entry into the program or class – the initial assessment. It is important that this initial assessment be discussed with the student both before and after the actual test. All assessment should begin with a discussion of the objectives for assessing, the possible outcomes, and an overview of what to expect during the assessment. This discussion should be open, frank, and non-technical to address what can be strong apprehensions for the student. After the assessment, the results should be discussed with the student, pinpointing next steps, and making plans for instruction and learning.
Below is a real-life adult education scenario. While you are reading, consider the feelings and concerns of both the student and the instructor. What could have been done to try and avoid this situation?
Real-Life Scenario – Stan’s Skills:
Stan is 31, married with three children, and works in a factory. He has been told that he cannot advance at work without obtaining his GED. He seems hostile about attending GED classes and complains about taking the placement test the instructor has given him. “Just teach me the stuff I need to know for the GED. I don’t need to take this other test – just the GED.” Stan seems unfocused during the testing process and finishes each section quickly. Upon reviewing the results, the instructor is concerned that Stan rushed, marking answers at random, and that this is not an accurate picture of his current skills and what he needs to learn to reach his goals.
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On your worksheet, record your thoughts on the feelings and concerns of the student and the instructor. |
Click the + sign in the box to the right to see ideas from other Adult Education Instructors. | [?] |
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If students are really focused on the GED, I allow them to take the Official GED Practice Test – sometimes just a few sample questions. Then we have a discussion about the importance of “starting where you are” and giving yourself time to learn each piece needed to attain your goals.
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Our program has video tapes from PBS in which students talk about what it was like first coming into a program and all their fears about testing. It has an overview of the GED and each section on it. It generally forms a great lead-in to a discussion of assessment and the need to have an accurate picture of where students are at.
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When a student does poorly on a test – we discuss the results afterwards. They can be contrite, and sometimes defensive. I review the test questions with them to gather information on what they know and don’t know. We discuss setting a time to try the test again, and I use what I gathered in the interview to inform instruction in the meantime.
In reviewing these ideas, did you find any similar to your own? Did any of them strike you as particularly interesting? Did they provide any new insights for your instruction of adult learners?
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On your worksheet, make note of any tips, insights, or new ideas gained from the instructors’ suggestions. |
In Summary:
- Assessment has three main purposes: to guide a teacher’s instructional practices, to measure a learner’s progress towards goals, and to monitor program performance for accountability.
- Test taking may cause significant anxiety; instructors should include a discussion of the purposes of assessment prior to administration.
- Instructors should be sure to review assessment results with students as part of the instructional planning process.
- Via routine and consistent student assessment, literacy program administrators can use the results to plan and implement changes designed to improve success for all learners.
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On your worksheet, record any final notes or thoughts, specific ideas you want to remember, plans for further study, etc. |
The next sections of this module suggest different types of assessment procedures.
Click "Next" below or a specific topic on the outline to the left to continue.
