Wednesday, April 20, 2016

Teaching, Learning and Assessment for Adults






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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