Teaching, learning and assessment for adults : improving foundation skills /

Teaching, learning and assessment for adults : improving foundation skills /

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Bibliographic Details
Author / Creator:Looney, Janet W., 1959-
Imprint:Paris : OECD, c2008.
Description:219 p. : ill. ; 23 cm.
Language:English
Subject:
Literacy programs -- OECD countries.
Literacy programs -- OECD countries -- Evaluation.
Adult education -- OECD countries.
Educational tests and measurements -- OECD countries.
Adult education.
Educational tests and measurements.
Literacy programs.
Literacy programs -- Evaluation.
OECD countries.
Format: E-Resource Print Book
URL for this record:http://pi.lib.uchicago.edu/1001/cat/bib/6688252
Hidden Bibliographic Details
Other title:L'enseignement, l'apprentissage et l'évaluation des adultes.
Other authors / contributors:Centre for Educational Research and Innovation.
Organisation for Economic Co-operation and Development.
ISBN:9789264039902
9264039902
Notes:At head of title: Centre for Educational Research and Innovation.
Also available in French under the title: L'enseignement, l'apprentissage et l'évaluation des adultes : pour de meilleures compétences de base.
"The study is part of the 'What Works in Innovation in Education' series of the OECD's Centre for Educational Research and Innovation (CERI)"--P. 3.
Includes bibliographical references.
Available both in print and online.
Summary: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 programs for adult LLN learners, with a focus on formative assessment. Drawing upon evidence gathered in country reports, 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 programs address the very diverse needs and goals of this population; and the policies that support or hinder effective practice. This book provides a foundation for understanding the 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.--Publisher's description.
Standard no.:96 2008 01 1 P
Table of Contents:
  • Section 1. The context and conditions of adult foundation skill learning. Inside the black box : language, literacy and numeracy classrooms
  • Who are the learners? : data from international and national surveys on adult foundation skill learners
  • Aligning policy and practice
  • The educational workforce for adult LLN provision : instructors, support staff, volunteers
  • Section 2. The steps of the learning process. The case studies : innovation for LLN adults
  • First steps : diagnosing learning needs and setting goals
  • Relationships within the classroom : dialogue and peer assessment
  • Techniques : feedback, questioning, and scaffolding
  • Developing learner autonomy
  • Recognising learner progress
  • Section 3. Conclusions. Supporting effective practice : implications for policy and directions for research.

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