Formative Assessment in Adult Basic Education Literature Review German-Language Areas

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Formative Assessment in Adult Basic
EducationLiterature Review German-Language
Areas

• Paris, October 2006

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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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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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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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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,
  n147 out of 300, Schladebach in press)

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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, n1178)
• Workplace Instruments Job Navigator, Analysis of
  competences (see Handbook)

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Qualitative and Quantitative Diagnostics

• Hamburger Schreibprobe (normed test, Cronbachs
  Alpha gt.92, correlation with examsgt.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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E-Learning in ABE

• Evaluation of an EQUAL project (n45 n110)
• 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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E-Learning and Assessment

• Qualitative Study (n10)
• 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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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 gtgt tailor-made modules
• Computerlinguistic background

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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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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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Fields / Milieus in Germany
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Thank you for your attention

• Anke Grotlüschen
• Centre for Research on Adult Education
• Faculty of Educational Sciences
• Universität Bremen
• grotlueschen_at_uni-bremen.de
• 0049-421 218-3083
• www.lernsite.net
• www.ifeb.uni-bremen.de