EQuIP
Learners demonstrate progress toward attainment of basic skills and competencies that support their educational needs.
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EQuIP |
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Learners demonstrate progress toward attainment of basic skills and competencies that support their educational needs. |
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Overview
Under current legislation, accountability issues are a critical concern. Legislation provides incentive funding for student improvement in literacy levels and/or advancement to higher program levels. An on-going process to regularly assess student progress is necessary. Numerous approved assessment tools and techniques are available to determine student gains in education. Assessment needs to be both teacher and student initiated. These include assessment using state approved standardized test, portfolios, learning contracts, peer-group discussions, interviews, and journal writing. Section 212, Performance Accountability System of the Workforce Investment Act (WIA) of 1998 requires that all states establish a comprehensive performance accountability system. Data from this system will be used to assess the effectiveness of the local educational agency in achieving positive student outcomes. The Florida Department of
Education (DOE) is focusing on the achievement of student outcomes through
demonstrated improvements in learning, receipt of a secondary school diploma
and placement in, retention or completion of a program, or advancement
into a secondary or higher education program. A set of Core Indicators
has been established which meet these criteria. Indicators One through
Three will include information related to these Core Indicators.
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1.1
Why?
How?
2. Standardized Tests may be used to measure change in student performance over a period of time. Pre and post-testing (using two forms of the same test) are often utilized to show academic gains. All students are tested upon entry into the program. However, because Adult Education has an open-entry, open-exit policy, determination of post-testing time vary. The most recent version of the following tests, English versions only, are approved to be used for placement of a student enrolled in the adult general education program. Modifications may be made to accommodate adult students with disabilities (Please see the accompanying “Special Population’s Section”). Approved Standardized Adult Education Tests (revised 2/98)
Resources for Module 1:
Descriptor 1.2 Number and percent of students progressing in the program as reported by teachers Why?
How?
2. Identify the five categories of achievement targets:
(2) CRITICAL THINKING SKILLS - using knowledge learned to make inferences and to problem-solve; (3) BEHAVIORS - exhibiting behaviors related to skills achieved, such as presenting a speech; (4) PRODUCTS - creating products with guidelines that demonstrate achievement, such as writing a research report; and (5) CORE VALUES - developing self-knowledge and critical awareness that fosters positive academic self-concepts, values, and attitudes. Resources for Module 1:
Module 2: Methods of Teacher Assessment Why?
How?
2. Identify the three assessment tools used to measure achievement targets.
Objective evaluation is based on only right or wrong responses. Examples of objective assessment include:
Resources for Module 2:
Descriptor 1.3 Number and percent of students progressing in the program as determined by student portfolios Why?
How?
2. Portfolios are a compilation of a student’s work over an extended period of time. Often, the work is stored in file folders for each student. However, other arrangements are possible, including computer disk. Hopefully, the portfolio is a broad and accurate collection of both objective and subjective assessments. Also, all three methods of evaluation (paper-pencil, performance, and personal teacher-student communications) are represented in the student portfolio. Compare student progression through the literacy completion points using portfolio assessments to identify program strengths and weaknesses. Student portfolios have certain characteristics. Identify and use the following guidelines to develop portfolios with students.
Interview your students individually to determine their personal interests, career goals, and academic concerns. Include these in the student’s portfolio. Resources
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Descriptor 1.4 Number and percent of students progressing in the program as determined by self-reports Module 1: Student Self-Reports Why?
How?
2. Be aware that the process of self-reflection understands that adult learners are at various stages of readiness for engaging in self-reflection. To promote the process of self-reflection, provide a conducive learning environment where students can grow in their ability to self-reflect. Students need to learn to identify and evaluate their own resources, abilities, and knowledge. Provide tools for fostering student self-reflection include:
Peer-learning groups consist of small groups of students working together to achieve both common and individual goals. Journal writing involves the student keeping a diary of personal experience, work, etc., which the teacher often sees and responds to at specific time intervals. Case records are writing activities to promote conflict resolution. Resources
for Module 1:
Teacher/Administrator Evaluation Checklist Evaluator:__________________ Evaluatee:________________ Indicator One: Educational Gains Can I...
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Developed with funds secured
by an Adult Education Grant, in cooperation with the Florida Division of
Workforce Development.
Authorization for reproduction
is hereby granted to the State System of Public Education as defined in
F.S. 228.041.1.