formative assessment in adult basic education literature review german-language areas
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Formative Assessment in Adult Basic Education Literature Review German-Language Areas. Paris, October 2006. Key debates. Key debates are centered around a new learning culture with an active and self-directed learner (Pragmatism, Subject-Scientific Theory, Constructivism, Situated Cognition) - PowerPoint PPT PresentationTRANSCRIPT
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Anke GrotlüschenProfessur für Lebenslanges Lernen Erziehungs- und Bildungswissenschaften
Fachbereich 12
Formative Assessment in Adult Basic Education
Literature Review
German-Language Areas
Paris, October 2006
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Anke GrotlüschenProfessur für Lebenslanges Lernen
Fachbereich Erziehungs- und Bildungswissenschaften
Fachbereich 12
Key debates
• Key debates are centered around a new learning culture with an active and self-directed learner (Pragmatism, Subject-Scientific Theory, Constructivism, Situated Cognition)
• Self-directed Learning (incl. Informal learning) has to be learned (Schiersmann 2006, Barz/Tippelt 2004, Grotlüschen/Brauchle 2004 / 2006)
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Anke GrotlüschenProfessur für Lebenslanges Lernen
Fachbereich Erziehungs- und Bildungswissenschaften
Fachbereich 12
Dyslexia & Brain Research
• Dyslexia is defined as a substantial impairment of reading and writing which can not be explained by lack of intelligence, social background or inadequate schooling (ICD-10)
• Neuropsychology suggests that Dyslexia can not be explained by the findings of brain research so far, i.e. problems of Cerebellum or symmetric Planum Temporale (Rüsseler 2006)
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Anke GrotlüschenProfessur für Lebenslanges Lernen
Fachbereich Erziehungs- und Bildungswissenschaften
Fachbereich 12
Formative Assessment
• The term is hardly known in Adult Education, but • …well known in School Research, esp. Laboratory
School in Bielefeld / Progressive School (F. Winter 2004)
• …Assessment is discussed in Special Education for selective and remedial purposes (Kretschmann 2005)
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Anke GrotlüschenProfessur für Lebenslanges Lernen
Fachbereich Erziehungs- und Bildungswissenschaften
Fachbereich 12
ABE Research about Assessment
• ABE research reports fear of being tested (Egloff 1997, Genuneit 2004, Linde in preparation) but
• Entrance/ initial talks are well accepted (56%, n=147 out of 300, Schladebach in press)
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Anke GrotlüschenProfessur für Lebenslanges Lernen
Fachbereich Erziehungs- und Bildungswissenschaften
Fachbereich 12
Assessment: Portfolio Approach
• ProfilPASS: Validation of informally acquired skills• intense consultation (2-3 talks with instructor)• Evaluation of pilot phase reports improved
learning motivation and reflection (27% realised formerly unconscious competences, n=1178)
• Workplace Instruments: Job Navigator, Analysis of competences (see Handbook)
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Anke GrotlüschenProfessur für Lebenslanges Lernen
Fachbereich Erziehungs- und Bildungswissenschaften
Fachbereich 12
Qualitative and Quantitative Diagnostics
• Hamburger Schreibprobe (normed test, Cronbachs Alpha >.92, correlation with exams>.78), usable for formative purposes
• AFRA (qualitative observation of the type of mistakes somebody makes) and others, but
• No kowledge about the impact onto learning process, learning outcomes, self-esteem…
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Anke GrotlüschenProfessur für Lebenslanges Lernen
Fachbereich Erziehungs- und Bildungswissenschaften
Fachbereich 12
E-Learning in ABE
• Evaluation of an EQUAL project (n=45 & n=110)• Adults find themselves stuck in the middle of a
chapter – not knowing what went wrong, but bored and angry (lack of reflection on goals)
• Learners like to co-operate in their row while using learning software (no individual pathway)
• Learners prefer a tutor to explain and show a task instead of learning from the software
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Anke GrotlüschenProfessur für Lebenslanges Lernen
Fachbereich Erziehungs- und Bildungswissenschaften
Fachbereich 12
E-Learning and Assessment
• Qualitative Study (n=10) • MC self-assessment is used (but no impact onto
learning results!)• Open questions are not used (lack of feedback,
fear of being controlled by invisible turor)• Portfolio / small projects are appreciated very
much (tipps, advice by competent tutor on real-life project)
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Anke GrotlüschenProfessur für Lebenslanges Lernen
Fachbereich Erziehungs- und Bildungswissenschaften
Fachbereich 12
ABE and E-Learning Practice
• Ich-will-schreiben-lernen.de• Used in LLN classes at Volkshochschulen (ca.
2000 learners and 400 teachers) plus 10.000 anonymous learners
• Three diagnostic questions, followed by some tasks >> tailor-made modules
• Computerlinguistic background
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Anke GrotlüschenProfessur für Lebenslanges Lernen
Fachbereich Erziehungs- und Bildungswissenschaften
Fachbereich 12
Conclusion• Formative Assessment improves ABE because of
more intense reflection. • FA improves ABE because of more tailor-made
teaching. Both quantitative and qualitative instruments can be used for this purpose.
• E-Learning is used best for heterogenous groups in a class. Assessment of levels and results should include feedback.
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Anke GrotlüschenProfessur für Lebenslanges Lernen
Fachbereich Erziehungs- und Bildungswissenschaften
Fachbereich 12
Key Gaps
• Knowledge about the relation of FA and learning process, learning outcomes, learning motivation…
• Knowledge about how to improve reflection and long-term interest in a subject
• Reliability and Validity of ABE Assessment instruments incl. E-Assessment?
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Anke GrotlüschenProfessur für Lebenslanges Lernen
Fachbereich Erziehungs- und Bildungswissenschaften
Fachbereich 12
Fields / Milieus in Germany
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Anke GrotlüschenProfessur für Lebenslanges Lernen
Fachbereich Erziehungs- und Bildungswissenschaften
Fachbereich 12
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Anke GrotlüschenProfessur für Lebenslanges Lernen
Fachbereich Erziehungs- und Bildungswissenschaften
Fachbereich 12
Thank you for your attention
Anke GrotlüschenCentre for Research on Adult Education
Faculty of Educational SciencesUniversität Bremen
[email protected] 218-3083
www.lernsite.netwww.ifeb.uni-bremen.de