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

1. Formative Assessment in Adult Basic EducationLiterature Review German-Language Areas Paris, October 2006

2. 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)

3. 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)

4. 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)

5. 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)

6. 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)

7. 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…

8. 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

9. 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)

10. 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

11. 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.

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?

13. Fields / Milieus in Germany

15. Thank you for your attention Anke Grotlüschen Centre for Research on Adult Education Faculty of Educational Sciences Universität Bremen grotlueschen@uni-bremen.de 0049-421 218-3083 www.lernsite.net www.ifeb.uni-bremen.de