Teaching, Learning and Assessment for Adults: IMPROVING FOUNDATION SKILLS
Buku diterbitkan Tahun 2008 oleh OECD, USA adalah buku Edisi Pertama.
Judul: Teaching, Learning and Assessment for Adults:
IMPROVING FOUNDATION SKILLS
Pengarang: Janet Looney
Penerbit: OECD, USA
Tahun: 2008
Jumlah Halaman: 224 hal.
Author:
Janet Looney
Lingkup Pembahasan:
Buku ini terdiri atas tiga bagian utama. Bagian I menyajikan konteks dan kondisi penyediaan LLN dewasa. Hal ini berdasarkan laporan latar belakang negara dari sembilan negara, termasuk Australia, Belgia (Flemish Community), Denmark, Inggris, Selandia Baru, Norwegia, Skotlandia, Spanyol dan Serikat Inggris . Survei internasional, termasuk IALS dan lebih baru. Keaksaraan orang dewasa dan Keterampilan Survey Hidup (OECD dan Statistik Kanada, 2005), juga membantu untuk menetapkan skala tantangan di negara. Bagian II menggali langsung ke kotak hitam pengajaran, pembelajaran dan penilaian. Hal ini berdasarkan studi kasus contoh praktek dan tinjauan literatur dari empat tradisi linguistik (bahasa Inggris, Perancis, Jerman dan Spanyol). Tujuh negara berkontribusi kasus studi, termasuk Belgia (Flemish Community), Denmark, Inggris, Prancis, Norwegia, Skotlandia dan Amerika Serikat.
Bagian III menawarkan kerangka kerja yang luas untuk memperkuat kebijakan dan berlatih di seluruh sektor dan untuk membangun dasar bukti. Juga menunjukkan cara-cara di mana kebijakan mungkin mendukung praktek-praktek yang efektif diidentifikasi dalam studi ini di sektor LLN dewasa.
Daftar Isi:
Executive summary 11
Section I The Context and Conditions of Adult Foundation Skill Learning
Chapter 1. Inside the Black Box: Language, Literacy and Numeracy Classrooms 21
The scale of the challenge 21
Inside the black box: teaching, learning and assessment 22
The approach of the study 27
References 32
Chapter 2. Who are the Learners? Data from International and National Surveys on Adult
Foundation Skill Learners 35
The prevalence of low foundation skills: who is over-represented 35
Further international research 42
The impact of low foundation skills 44
Patterns of participation 48
Concluding remarks 49
References 50
Chapter 3. Aligning Policy and Practice 55
The context of adult LLN provision 55
Balancing content and accountability requirements with learner-centred provision 56
Policies setting out principles for learner-centred provision and establishing it as a priority 57
Programme performance for accountability 68
Key issues and conclusions 72
References 74
Chapter 4. The Educational Workforce for Adult LLN Provision: Instructors, Support
Staff, Volunteers 77
Generally precarious conditions of employment 78
Fostering professionalism 79
Programme support staff and volunteers 82
Key issues and conclusions 84
References 86
Section II The Steps of the Learning Process
Chapter 5. The Case Studies – Innovations for LLN Adults 95
The innovative cases in brief 96
Concluding remarks 102
References. 103
Chapter 6. First Steps: Diagnosing Learning Needs and Setting Goals 105
Diagnosing learning needs 106
Developing the individual learning plan (ILP) or contract 111
Key issues and conclusions 114
References 116
Chapter 7. Relationships within the Classroom: Dialogue and Peer Assessment 119
Dialogue 119
Peer assessment and peer mentoring 131
Key issues and conclusions 136
References 138
Chapter 8. Techniques: Feedback, Questioning, and Scaffolding 143
Feedback 144
Questioning 148
Scaffolding 153
Key issues and conclusions 159
References 161
Chapter 9. Developing Learner Autonomy 165
Building autonomy and skills for learning-to-learn through learner self-assessment 165
ICT and independent learning 171
Key issues and conclusions 172
References 174
Chapter 10. Recognising Learner Progress 179
Theories of adult learner progression 180
Using tools to track learner progress 181
Summative assessment and certification 187
Key issues and conclusions 191
References 193
Section III Conclusions
Chapter 11. Supporting Effective Practice – Implications for Policy and Directions for
Research 199
1) Promote active debate on the nature of teaching, learning and assessment 200
2) Strengthen professionalism 201
3) Balance structure and flexibility: formative assessment as a framework 202
4) Strengthen learner-centred approaches 203
5) Diversify and deepen approaches to programme evaluation for accountability 205
6) Devote the necessary resources – people, time and money 208
7) Strengthen the knowledge-base 209
Concluding remarks 211
ANNEXES
Annex 1. International Surveys on LLN Learners 213
Annex 2. Cases Studies (available on the Internet)
Belgium (Flemish Community) by David J. Rosen and Inge De Meyer
(http://dx.doi.org/10.1787/172017435434)
Denmark by Danielle Colardyn and Kirsten Baltzer
(http://dx.doi.org/10.1787/172034035238)
England by John Comings and John Vorhaus
(http://dx.doi.org/10.1787/172137717827)
France by Benoît Michel and Elie Maroun
(http://dx.doi.org/10.1787/172140204834)
Norway by Janet Looney, Anne Husby and Tove-Dina Røynestad
(http://dx.doi.org/10.1787/172200736572)
Scotland by Anne Sliwka and Lynn Tett
(http://dx.doi.org/10.1787/172212187274)
United States by John Benseman and John Comings
(http://dx.doi.org/10.1787/172224183252)
Annex 3. Reviews (available on the Internet)
The English-language Literature by Jay Derrick and Kathryn Ecclestone
(http://dx.doi.org/10.1787/172251338713)
The French-language Literature on foundation training at work by Stéphane Daniau and
Paul Bélanger
(http://dx.doi.org/10.1787/172252366268)
The German-language Literature by Anke Grotlüschen and Franziska Bonna
(http://dx.doi.org/10.1787/172255303131)
The Literature in Spain by Florentino Sanz
(http://dx.doi.org/10.1787/172280657610)
Annex 4. Overview of Policies and Programmes for Adult LLN Learners (available
on the Internet)
(http://dx.doi.org/10.1787/172281885164)
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Email: zanetapm@gmail.com
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