835-2.docx

Course: Adult Education (835)
Semester: Autumn, 2019
Assignment No. 2
Q. 1 To what extent do you agree with the training of personnel involved in adult
education? Discuss the effect of not providing any training to them.
Adult learning covers vocational training and general education as well as formal, non-formal
and informal learning. In practice an adult learner is one who is 25 or over. Adult learner can be
a student at all levels from primary to tertiary education. The tasks of adult education policy are
to ensure the availability and competence of the labour force, provide educational opportunities
for the entire adult population, and strengthen social cohesion and equality. Adult education
policy supports efforts to extend working life, raise the employment rate, improve productivity,
enhance multiculturalism and implement the conditions for lifelong learning. In addition, adult
education alleviates the effects of the recession. Adult education is designed to provide study
opportunities for adults. It encompasses self-motivated education, staff training and labour
market training. Different institutions arrange a great variety of courses and programmes for
adults at all levels of formal education, and the provision of liberal adult education is extensive.
Over 7 per cent of the Ministry of Education’s main title of expenditure is allocated to adult
education. Of this total, about 40 per cent is allocated to vocational adult education and training
and apprenticeship training, one fourth goes to adult education provided by higher education
institutions, a fifth to liberal adult education, and about 5 per cent to developing adult education
and continuing education for teaching staff.
With the exception of further and specialist vocational qualifications, adult education and
training leading to qualifications is provided free of charge. The government also subsidises
other forms of education and training intended for adults in order to keep student fees at a
reasonable level.
Developments and Current Policy Priorities
Finland has a long history of participation and promotion of adult education. The increased
provision of adult education and training has been influenced by changes in society, such as an
increase in the standards required for work assignments, the change in the economic structure
and migration from rural to urban areas. Adult education and training has significantly provided
for improving employment opportunities.
In the same time the whole vocational education is in a big change. One of the central objectives
of the vocational education reform is that unnecessary overlaps in education will be eliminated.

The barriers between vocational education for young people and adults will be removed and the
provision of education, its funding and steering will be merged into a coherent package under the
Ministry of Education and Culture. This means, for example, that the present separate Vocational
Education and Training Act and Vocational Adult Education act will be unified into one new act.
The central starting point of the new law is learning-outcome and customer-oriented approach.
Some other key issues for the current and future years include strengthening learning in working
life, recognising skills that have been acquired in different ways, facilitating opportunities to
combine studies in a flexible way and enhancing adult education offered by higher education
institutions. There is also an emphasis on making information, guidance and counselling services
more effective in order to improve the relevance of adult education, increasing study
opportunities for the population groups that are least represented in adult education, clarifying
the benefit systems available for adult education, and expanding the funding base.
Participation in adult education
During the last two decades, participation in adult education and training has more than doubled.
More than three million people participated in adult education or training at some point in their
lives, which equals to 85 per cent of the adult population. According to an latest adult education
data collection (released early 2018) the rate of participation in adult education and training by
persons aged 18 – 64 years was 50 per cent, 1.6 million people. Women are still more active than
men in both general and vocational studies.
Main providers
The Finnish adult education and training system is the result of a historical process. It is not the
result of consistent decisions for effecting structural changes, but each adult education
organisation has emerged to satisfy specific educational needs. Formal adult education comes
primarily through the university system and vocational schools (which are government funded,
students do not have to pay fees), whilst non-formal learning is defined as not aiming towards
qualifications or diplomas.
General adult education and ‘Non-Formal´ Learning
General adult education comprises general upper secondary schools for adults and liberal adult
education. General upper secondary schools for adults are institutions mainly intended for
gainfully employed adults, who wish to complete basic education or general upper secondary
education syllabi or parts of these. Liberal adult education offers non-formal (non-certificate-

oriented) studies, which provide adults with opportunities to develop themselves without
qualification- or occupation-specific aims. Educational institutions offering liberal adult
education are: folk high schools, adult education centres, study centres, summer universities and
sports institutes.
There is a long tradition of network of 'liberal' education centres in Finland including adult
education centres, study centres, folk high schools, sports centres and summer universities. A
common feature of these is that their objectives are not set by external or ‘top down´ governing
bodies but are decided by the organisation within the institutions. These organisations usually
include associations and foundations and may represent different ideological or views, but also
base their decisions on local cultural and educational needs
General and interest-oriented institutions:
● General upper secondary schools for adults, (Finnish: aikuislukio Swedish:
vuxengymnasium )
● Folk high schools, (Finnish: kansanopisto Swedish: folkhögskola)
● Adult education centres, (Finnish: kansalaisopisto, Swedish: medborgarinstitut)
● study centres, (Finnish: opintokeskus, Swedish: studiecentral )
● Sports institutes (Finnish: liikunnan koulutuskeskus Swedish: idrottsutbildningscenter )
● Institutions providing basic art education, like music institutions (Finnish: musiikkioppilaitos
Swedish: musikläroanstalt)
● Summer universities, (Finnish: kesäyliopisto Swedish: sommaruniversitet )
Vocational Institutions and career-related training
Vocational adult education and training can be divided into upper secondary and additional
vocational education and training. The education or training may be either certificate-oriented or
non-formal. Upper secondary vocational education and training is certificate-oriented, whereas
additional vocational training may be either. Apprenticeship training is a primarily work-based
form of providing VET carried out under the supervision of a workplace instructor and based on
the student´s stated competence need.
Educational institutions and other corresponding education providers involved in adult education
and training may be divided into the following groups:
Vocational:
● Institutions providing vocational education and training

● Vocational adult education centres, (Finnish: ammatillinen aikuiskoulutuskeskus Swedish:
yrkesutbildningscentrum )
● Continuing education centres of universities
● Polytechnics
● Home economics counselling organisations
● Organisations for crafts and design
Others:
● Commercial organisations
Main types of Provision
Provision to Raise Achievement in Basic Skills
General Upper Secondary Schools for Adult Students
The term “general upper secondary school for adult students” refers to institutions providing
basic and general upper secondary education for adults. Upper secondary schools for adults,
(Finnish: aikuislukio, Swedish: vuxengymnasium) are either separate institutions or adult
education units operating linked to institutions providing education for young people. They also
offer the opportunity to complete the matriculation examination and individual subject syllabi. In
addition, it is possible to improve the grades of subjects completed earlier. There are upper
secondary schools for adults in approximately 40 municipalities. Where required, individual
upper secondary schools for adults may also specialise in specific courses or in the instruction of
specific adult target groups. General upper secondary schools for adults also provide other
educational services for a fee.
Basic education and general upper secondary education for adults are also organised by some
folk high schools, (Finnish: kansanopisto, Swedish: folkhögskola). Summer universities
(Finnish: kesäyliopisto, Swedish: sommaruniversitet), specific "summer upper secondary
schools" and some other educational institutions may also organise teaching of the basic and
general upper secondary education syllabi. However, the possible accreditation of the courses
they provide is decided by the education provider concerned.
Competence-based qualifications
Even the competence-based qualifications comprise only vocational units, it is possible to
include common units into the student´s personal competence development plan in order to
improve the reading literacy and numeracy skills.

Liberal adult education institutions offer literacy and language training for immigrants
A new flexible training model is launched for immigrants as of 2018. Adult education centres,
folk high schools, learning centres and summer universities provide the training. The new
training model builds on literacy training and language studies in Finnish or Swedish. These
studies can then be combined with other, more practice-oriented studies. The training is free of
charge for the individuals when it is included in their integration plans. Other immigrants can get
study vouchers to help them join the training.
The new training model gives different kinds of liberal adult educational institutions a stronger
role in the integration of immigrants. The new training meets the needs of those who are
currently attending literacy training. It also reaches out to immigrants who currently are excluded
from training.
The action is part of the reform of literacy training for immigrants. The Ministry of Education
and Culture takes up the responsibility for literacy training for immigrants as of 2018. An annual
appropriation of EUR 5 million has been reserved for the implementation of the proposal. The
Government’s goal is to accelerate immigrants’ transition to training and working life.
Provision to Achieve a Recognised Qualification during Adulthood
Competence-based Qualifications
The competence-based qualification system provides adults with a flexible way of
demonstrating, renewing and maintaining their vocational skills, or of qualifying for a new
profession when their work tasks change. It is a specific benefit of this system that it enables
national and qualitative recognition of an individual’s vocational competencies, regardless of
whether they were acquired through work experience, studies or other activities. The
competence-based qualification system recognises competencies acquired in a variety of ways.
Vocational upper secondary qualifications, further vocational qualifications and specialist
vocational qualifications can be completed as competence-based qualifications. A vocational
upper secondary qualification can also be completed through vocational upper secondary
education and training. A competence-based qualification is completed by demonstrating
vocational skills, as defined in the requirements for a competence-based qualification, at
workplaces in actual work tasks.
Key principles of the competence-based qualification system include

1. tripartite cooperation: close cooperation between employers, employees and teachers in
deciding on the structure of the qualification and when preparing the Qualification
Requirements, planning, arranging and assessing competence-based qualifications.
2. independence of qualifications from the manner in which the vocational skills were
acquired
3. completion of the qualification or qualification module by demonstrating vocational skills
at competence tests
4. personalisation
There are three levels of competence-based qualifications:
The vocational upper secondary qualification demonstrates the knowledge and skills required for
achieving vocational skills. A further vocational qualification constitutes a demonstration of the
vocational skills required from a professional employee in the field in question. The specialist
vocational qualification bears testimony to the holder’s ability to complete the most demanding
work tasks in the field.
The scope of vocational qualifications is 180 competence points, further vocational qualifications
120, 150 or 180 and specialist vocational qualifications 160, 180 or 210 competence points. The
Ministry of Education and Culture decides on the qualification structure and on the scope of
qualifications.
Working life committees are responsible for the organisation and supervision of competence-
based qualifications. They are statutory bodies of elected officials, appointed by the Finnish
National Agency for Education to manage a public duty. Working life committee members
handle this task temporarily in three years periods, in addition to their regular duties. A
maximum of nine members may be appointed to each working life committee, who must
represent employers, employees, teachers and, if self-employment is common within the sector
in question, independent self-employed professionals. There are 40 working life committees.
Each working life committee is responsible for either one or more competence-based
qualifications.
Q. 2 Explain the four-step processes in media selection rule and what do you understand by
media classification? Discuss.
General adult education comprises general upper secondary schools for adults and liberal adult
education. General upper secondary schools for adults are institutions mainly intended for
gainfully employed adults, who wish to complete basic education or general upper secondary

education syllabi or parts of these. Liberal adult education offers non-formal (non-certificate-
oriented) studies, which provide adults with opportunities to develop themselves without
qualification- or occupation-specific aims. Educational institutions offering liberal adult
education are: folk high schools, adult education centres, study centres, summer universities and
sports institutes.
There is a long tradition of network of 'liberal' education centres in Finland including adult
education centres, study centres, folk high schools, sports centres and summer universities. A
common feature of these is that their objectives are not set by external or ‘top down´ governing
bodies but are decided by the organisation within the institutions. These organisations usually
include associations and foundations and may represent different ideological or views, but also
base their decisions on local cultural and educational needs
General and interest-oriented institutions:
● General upper secondary schools for adults, (Finnish: aikuislukio Swedish:
vuxengymnasium )
● Folk high schools, (Finnish: kansanopisto Swedish: folkhögskola)
● Adult education centres, (Finnish: kansalaisopisto, Swedish: medborgarinstitut)
● study centres, (Finnish: opintokeskus, Swedish: studiecentral )
● Sports institutes (Finnish: liikunnan koulutuskeskus Swedish: idrottsutbildningscenter )
● Institutions providing basic art education, like music institutions (Finnish: musiikkioppilaitos
Swedish: musikläroanstalt)
● Summer universities, (Finnish: kesäyliopisto Swedish: sommaruniversitet )
The term “general upper secondary school for adult students” refers to institutions providing
basic and general upper secondary education for adults. Upper secondary schools for adults,
(Finnish: aikuislukio, Swedish: vuxengymnasium) are either separate institutions or adult
education units operating linked to institutions providing education for young people. They also
offer the opportunity to complete the matriculation examination and individual subject syllabi. In
addition, it is possible to improve the grades of subjects completed earlier. There are upper
secondary schools for adults in approximately 40 municipalities. Where required, individual
upper secondary schools for adults may also specialise in specific courses or in the instruction of
specific adult target groups. General upper secondary schools for adults also provide other
educational services for a fee.

Basic education and general upper secondary education for adults are also organised by some
folk high schools, (Finnish: kansanopisto, Swedish: folkhögskola). Summer universities
(Finnish: kesäyliopisto, Swedish: sommaruniversitet), specific "summer upper secondary
schools" and some other educational institutions may also organise teaching of the basic and
general upper secondary education syllabi. However, the possible accreditation of the courses
they provide is decided by the education provider concerned.
A new flexible training model is launched for immigrants as of 2018. Adult education centres,
folk high schools, learning centres and summer universities provide the training. The new
training model builds on literacy training and language studies in Finnish or Swedish. These
studies can then be combined with other, more practice-oriented studies. The training is free of
charge for the individuals when it is included in their integration plans. Other immigrants can get
study vouchers to help them join the training.
The new training model gives different kinds of liberal adult educational institutions a stronger
role in the integration of immigrants. The new training meets the needs of those who are
currently attending literacy training. It also reaches out to immigrants who currently are excluded
from training.
The action is part of the reform of literacy training for immigrants. The Ministry of Education
and Culture takes up the responsibility for literacy training for immigrants as of 2018. An annual
appropriation of EUR 5 million has been reserved for the implementation of the proposal. The
Government’s goal is to accelerate immigrants’ transition to training and working life.
The competence-based qualification system provides adults with a flexible way of
demonstrating, renewing and maintaining their vocational skills, or of qualifying for a new
profession when their work tasks change. It is a specific benefit of this system that it enables
national and qualitative recognition of an individual’s vocational competencies, regardless of
whether they were acquired through work experience, studies or other activities. The
competence-based qualification system recognises competencies acquired in a variety of ways.
Vocational upper secondary qualifications, further vocational qualifications and specialist
vocational qualifications can be completed as competence-based qualifications. A vocational
upper secondary qualification can also be completed through vocational upper secondary
education and training. A competence-based qualification is completed by demonstrating

vocational skills, as defined in the requirements for a competence-based qualification, at
workplaces in actual work tasks.
Key principles of the competence-based qualification system include
1. tripartite cooperation: close cooperation between employers, employees and teachers in
deciding on the structure of the qualification and when preparing the Qualification
Requirements, planning, arranging and assessing competence-based qualifications.
2. independence of qualifications from the manner in which the vocational skills were
acquired
3. completion of the qualification or qualification module by demonstrating vocational skills
at competence tests
4. personalisation
There are three levels of competence-based qualifications:
The vocational upper secondary qualification demonstrates the knowledge and skills required for
achieving vocational skills. A further vocational qualification constitutes a demonstration of the
vocational skills required from a professional employee in the field in question. The specialist
vocational qualification bears testimony to the holder’s ability to complete the most demanding
work tasks in the field.
The scope of vocational qualifications is 180 competence points, further vocational qualifications
120, 150 or 180 and specialist vocational qualifications 160, 180 or 210 competence points. The
Ministry of Education and Culture decides on the qualification structure and on the scope of
qualifications.
Working life committees are responsible for the organisation and supervision of competence-
based qualifications. They are statutory bodies of elected officials, appointed by the Finnish
National Agency for Education to manage a public duty. Working life committee members
handle this task temporarily in three years periods, in addition to their regular duties. A
maximum of nine members may be appointed to each working life committee, who must
represent employers, employees, teachers and, if self-employment is common within the sector
in question, independent self-employed professionals. There are 40 working life committees.
Each working life committee is responsible for either one or more competence-based
qualifications.

The purpose of liberal adult education is, on the basis of the principle of lifelong learning, to
support the all-round development of individuals’ personalities and the ability of individuals to
function in communities, as well as to promote the realisation of democracy, equality, and
pluralism in Finnish society.
Liberal adult education is mainly meant for the adult population. People of all ages and social
backgrounds come to study at the institutions. The majority of students at summer universities
and adult education centres are women for whom personal development is an important part of
life. Institutions also offer courses for children and young people.
Liberal adult education institutions are also important providers of education for adult
immigrants. According to a 2015 survey, 80% of the institutions had immigrant students. Liberal
adult education institutions provide integration education for immigrants. Adults from immigrant
backgrounds also take courses that are open for everyone alongside members of the native
population.
Liberal adult education institutions also offer training for young immigrants. Immigrants under
25 years of age and immigrants aged between 16 and 17 who have arrived without a guardian are
special groups.
Adult education centres are the biggest adult education institution by the number of students in
Finland. Teaching is offered in all municipalities, and one of the main principles of operation is
to bring education close to the people. Activities usually take place in locations owned by the
municipality – for example, at schools and leisure centres.
The courses offered usually include courses on arts, crafts, music, language and literature, home
economics, sports, ICT, and social studies. Courses are offered for all age groups.
In addition to liberal adult education, adult education centres offer open university studies and
tailored courses for clients such as municipalities and companies.
Study centres are third-sector (voluntary) institutions that are run by non-governmental
organisations, political parties and trade unions.
The activities are mostly meant for volunteers and active participants in the organisations. The
training takes place in the form of courses, lectures, seminars and study clubs, which facilitate
peer learning. Teaching mainly takes place in the evenings or during weekends, often at facilities
owned by the organisation.

Study centres offer a wide range of education opportunities that support democracy and active
citizenship and help participants play a full and active part in society, particularly at grassroots
level.
Training is organised flexibly in different parts of the country, depending on where the students
are. An increasing amount of learning takes place online. This helps education providers respond
to the education needs that arise in less time.
Summer universities are regional institutions that mainly operate in cities. They have 31
permanent offices, and education is organized in 110 localities. Their activities mainly consist of
offering open university courses and responding to the regional education and skills development
needs. Summer university courses provide opportunities for both personal and professional
development.
The region’s highly educated population is an important target group. Nevertheless, the courses
are open for all, regardless of age and educational background. Teaching takes place year-round
in the form of courses, and is short-term.
Summer universities are in close cooperation with institutions of higher education as well as
other kinds of institutions. They offer many multidisciplinary programmes in, for example,
culture, arts, Finnish language and culture, European studies, education, environmental research,
health sciences, and social sciences.
In addition to that, summer universities also offer continuing education courses, public lectures,
regional seminars, and culture events, as well as university education for senior citizens
(University of the Third Age).
Sports institutes provide education that improves the sports participation, well-being, and health
of the whole population. Some of the sports institutes are state-level institutions, and others are
regional.
Most of the liberal adult education courses are 3–5 day exercise courses, sports camps for
children and young people, or courses for families.
The institutes also offer semester-long basic courses in physical education that aim to strengthen
participants’ sports and instruction skills, encourage an active lifestyle, and prepare participants
for further studies in sports.
In addition, sports institutions also provide training to sports clubs and associations, coaching
activities, basic and further vocational training and courses for companies.

Q. 3 Critically examine different techniques of evaluation and how would you evaluate
lesson inputs? Explain
The technique of outcomes assessment as a means of measuring student learning and the use of
that information to improve teaching are considered first. Additional strategies and methods for
formative evaluation follow. The chapter concludes with a series of suggestions for improving
summative evaluation of faculty. The committee emphasizes that the approaches described in
this chapter are but a sampling of the techniques that appear in the research literature on
improving the evaluation of teaching and student learning. They are
Assessment Is More Than Grades
To many, the word “assessment” simply means the process by which we assign students grades.
Assessment is much more than this, however. Assessment is a mechanism for providing
instructors with data for improving their teaching methods and for guiding and motivating
students to be actively involved in their own learning. As such, assessment provides important
feedback to both instructors and students.
Assessment Is Feedback for Both Instructors and Students
Assessment gives us essential information about what our students are learning and about the
extent to which we are meeting our teaching goals. But the true power of assessment comes in
also using it to give feedback to our students. Improving the quality of learning in our courses
involves not just determining to what extent students have mastered course content at the end of
the course; improving the quality of learning also involves determining to what extent students
are mastering content throughout the course.
Faculty members, both individually and as colleagues examining their department’s education
programs, have found the following activities helpful when undertaking outcome assessment:
 Developing expected student learning outcomes for an individual course of study,
including laboratory skills.
 Determining the point in a student’s education (e.g., courses, laboratories, and
internships) at which he/she should develop the specified knowledge and skills.
 Incorporating the specified learning outcomes in statements of objectives for the
appropriate courses and experiences.

 Selecting or developing appropriate assessment strategies to test student learning of the
specified knowledge and skills.
 Using the results from assessment to provide formative feedback to individual students
and to improve curriculum and instruction.
 Adjusting expected learning outcomes if appropriate and assessing learning again. Such a
process can lead to continual improvement of curriculum and instruction.
LESSON PLAN OUTLINE
Name :____________________ Date:______________________
Grade Level:________________ Length:_______________________
Topic:
I. Objective:
Write a behavioral objective with conditions, the behavior, and criteria for mastery. You may
also use a non-behavioral objective if it is appropriate.
II. Preparation
Purpose:
The purpose of this lesson is the reason for teaching the lesson: to introduce, to give information,
to help organize information, to demonstrate knowledge, to provide enrichment or a chance for
creative application.
Materials:
List teacher references
List materials students will need

III. Procedure
A. Anticipatory Set:
You are motivating your students to want to learn this material. Link the material to students’
background knowledge and experience; create a puzzle or use an analogy to get them thinking
along the lines you want to go. Share the relevance of the lesson to students’ lives. Overtly link
your anticipatory set to the body of the lesson.
B. Body of the Lesson/Input:
This is the body of the lesson. You can give input in many ways: use a visual aid, show a video,
read, lead a discussion; you can give input or you can draw it from the students or from print or
media.
1. Outline and label steps in the lesson
You will outline each step you will be using to develop the lesson. If you are following a specific
strategy, your steps in the plan will match the steps in the strategy.
Sample steps could be:
Step 1: Show and discuss visual aid.
Step 2: Complete a sample problem.
2. Content and Key Questions
Under each step indent and list the KEY questions, directions, or content you need to
present. Write the actual question when possible but remember you are not writing a script.
Step 4: Elicit application What else could someone do who was in the same position as Susan?
Ask the students what they would have done.

Give examples, model processes, demonstrate steps, and ask questions at varied levels to help
you monitor students’ growth and to adjust for problems during the lesson. Provide
opportunities for guided and independent practice
C. Closure:
Closure is an opportunity to insure students have learned the main idea of the lesson. The
closure should be drawn from them. Ask them questions, ask them to summarize steps, to do
another example, to apply information in a new situation or draw conclusions. You might make a
link to the next lesson as well.
D. Follow-up activity: Independent Practice, Enrichment or Reinforcement:
You may give students a chance to do something independently which will give you a chance to
do formative evaluation or to enable them to carry the activity further and apply learning in a
personal way. This step makes learning more permanent. It could be an in- class activity which is
completed later, a learning center, seat work, or home work.
E. Evaluation of the lesson and the teaching process:
You will complete the evaluation after the lesson has been taught. It is a time for you
to reflect on the lesson. What were the strengths of the lesson? What worked well? What were
problem areas? How could you improve the lesson? What could you do differently if you were to
teach it again? What is an alternate way to present the same material?
Q. 4 Explain the problems of administrative strategies for adult education.
One very critical stage in the development of performance assessments is defining the domain of
knowledge, skills, and abilities that students will be expected to demonstrate. In her remarks,
Mari Pearlman said that in order to have reliable and valid assessments to compare students’
outcomes across classes, programs, and states, a common domain must be used as the basis for
the assessment. This poses a challenge to the field of adult education because, as several
speakers pointed out, there is no consensus on the content to be assessed. As Ron Pugsley, Office
of Vocational and Adult Education of the Department of Education (DOEd), reminded
participants, Title II of the WIA specifies the core measures that states must use in reporting
student progress, but the content underlying these measures is not operationally defined in the
same way by the states and sometimes not even by all the programs within a state. In many
testing programs, there is a document (called a framework) that provides a detailed outline of the
content and skills to be assessed. But on the national level, no such document exists for adult

education, and few states have defined the universe of content for their adult basic education
programs. Hence, the extent to which specific literacy and numeracy skills are taught in a
program can vary greatly depending on the characteristics of the student population and available
staff.
To address this variation in instructional content, the National Institute for Literacy (NIFL)
began the Equipped for the Future (EFF) initiative in 1993. Sondra Stein explained that NIFL
used the results of its survey of 1,500 adults to identify the themes of family, community, work,
and lifelong learning as the main purposes for which adults enroll in adult basic education
programs. NIFL then specified content standards for each theme and is now in the process of
developing performance assessments aligned with the content standards. Some states (Maine,
Ohio, Oregon, Tennessee, and Washington) have adopted the EFF framework and are working
with NIFL in the assessment development process, while others are in the process of developing
their own assessments. Although EFF represents an important movement toward common
content for adult basic education programs, not all states have adopted its framework at this time.
Over the past several decades, professionals in the field of instructional technology have
witnessed a progression of varying “technologies” that can be utilized for the presentation of
educational materials to students in a variety of environments. These technologies have included
16mm films, educational filmstrips, 35mm slides, instructional videotapes, computers, and
computer-based instruction, to name a few. While the specific hardware and software varied
significantly over time, these systems generally focused on the delivery of educational materials
to students within traditional institutions learning through group-based or individualized
instruction. Within the past several years, however, there has been a re-birth of one type of
education—distance education—specifically designed for students who choose to learn at some
distance from a formal institution. While there are a variety of options available within this
educational format, it typically allows students to study at their own pace, at their own chosen
time, and using materials that are specifically designed for learning at a distance from formal
teachers, instructors, and classrooms. This type of learning was originally provided primarily
through correspondence study (with the written materials sent back and forth between instructor
and students), while current materials are generally now provided via computer, video, or the
World Wide Web. The purpose of the present article is to describe relevant issues in this field as
well as various related strategies which may be utilized by faculty and academic administrators

to support the appropriate use of this educational format. The discussion of these strategies is
particularly relevant at this time given the increasing availability of many new technologies, the
mounting pressure on educational institutions to be cost effective in their delivery of instruction,
and the growing interest in providing quality education to students who are not easily able to
travel to a traditional campus or school location.
One factor that will need to be considered when performance assessments are used for
accountability is the process of calibrating the performance assessments to the scale used for the
NRS. Wendy Yen and Braun emphasized that a true calibration requires that the assessments be
based on the same domains. While the developers of the tests with benchmark scores specified in
the NRS attempted to calibrate their tests to the levels in ABE or ESL (depending on the test),
various workshop presenters said that the calibration process was not technically accurate. Yen
observed that these tests “have different content and have been developed under different
criteria.” She said that these conditions are not sufficient for the more stringent linking
procedures such as equating or calibration. These linking procedures require equivalence of test
content and examination of item and test statistics, among other things. Yen also noted that
several National Research Council (NRC) reports, such as Uncommon Measures: Equivalence
and Linkage Among Educational Tests (1999c) and Embedding Questions: The Pursuit of a
Common Measure in Uncommon Tests (1999a), have addressed the issue of linking results from
different assessments. She observed that linking issues will need to be addressed when
performance assessments are used to measure students’ movement on the NRS levels. She
cautioned that in order for multiple performance assessments to be developed and calibrated to
the NRS, they would need to measure the same domains. If they do not, then the less rigorous
process of social moderation could be used to ascertain the match between scores on the
assessments and the NRS levels. However, several workshop participants questioned whether
social moderation was sufficiently rigorous for use in a high-stakes environment.
Some of the expenses are one-time costs and some recur with each administration. One-time
costs are those associated with initial implementation of the assessment. Recurring costs are the
expenses for ongoing item or task development, administering the test, and scoring examinees’
responses. As mentioned earlier in this report, the cost for scoring responses to performance
assessments or constructed-response questions is substantially higher than that for scoring
selected-response questions. In addition, costs for the development of these assessments can be

higher. Tasks used on performance assessments are easily memorized and, unlike selected-
response items, often cannot be reused. Administration costs can also be hefty, given the time,
materials, and resources required to administer performance assessments. Time is one aspect of
the adult basic education service delivery system that poses significant challenges for the use of
performance assessment. Time is a limited commodity for most adult education students. As
mentioned in the overview and by a number of presenters, adult education students spend a
limited amount of time in instruction, and they have limited time for carrying out performance
assessments. Speakers queried whether this amount of time provided a sufficient “opportunity to
learn.” If the instructional time is not sufficient for learning, then the assessment may not be a
reliable test of students’ educational progress. The speakers noted that student persistence in
regularly attending classes and completing a course of study is a critical factor for most adult
education programs. Lack of student persistence appears to be a characteristic of the system that
is unaffected by attempts to remedy it.
In suggesting alternative ways to construct performance assessments, Reckase described the
challenge of addressing the “information channel” in which the goal is to assess as much skill
and knowledge as possible within a specified amount of time. As stated earlier, Reckase
estimated that 50 to 100 selected-response items can be administered to an adult in an hour,
while no more than 10 performance assessments can be given in the same period of time. With
the current levels of student persistence, students’ patterns of participation in adult basic
education, and the limited number of hours that some programs operate, the amount of time
required for adminstration is a critical factor to consider when state and local administrators are
determining the feasibility of using performance assessment.
Q. 5 Discuss the characteristics of a good training programme of adult education
Many adult literacy programmes often teach adults in the same way as children are taught. This
topic highlights the most important characteristics of adult learners as well as qualities of a good
instructor which must be borne in mind while handling adults in training programmes.
b) Objectives:
By the end of the topic, the participants should be able to:
· describe the main characteristics of adult learners.
· identify the qualities of a good instructor.
· explain the implication of applying each characteristic.

c) Time: 1 hour 30 minutes.
d) Learning Aids: Hand-outs on characteristics of adult learners, newsprint, blackboard,
markers, chalk, role cards, etc.
e) Procedures and Learning Points:
1) [30 min.] Ask the participants to identify the characteristics of adult learners.
Learning Points:
Some characteristics related to an adult as an individual:
- slowness in learning.
- hate being blamed or ridiculed.
- forgets quickly.
- requires recognition and respect.
- tends to be shy.
- needs to be acknowledged.
- loses temper quickly,
- needs closer and personal attention.
Those related to the adult’s experience:
- Has a lot of knowledge through past interactions.
- Prefers to be involved in planning activities.
- Prefers to share, exchange ideas and experiences.
Those related to what should be learned:
- Prefers to learn things related to key interests.
- Requires learning for quick results.
- Cannot sustain learning interests for longer time.
- Prefers to learn new areas and skills.
Those related to time when different activities are performed:
- Prefers to learn things related to current concerns.
- Likes to learn those things that do not hinder current concerns.
Role Play One: Have one participant to act as an instructor with “a group of learners” in class.
Let him/her be rude to and disrespectful of the adult learners. Instead of learning from the
experience of learners, he is totally negative of their contributions. The learning situation should
be very poor indeed - poor physical structure, poor seating arrangement, etc.

Role Play Two: Another participant plays the role of a good instructor - ready to share with the
learners in what they contribute, is respectful, asks them what they want to learn, and abides by
the previous characteristics already mentioned in the brainstorm.
Then have a discussion on the best learning situation conducive to adult learning based on the
two role plays.
Learning Points:
Instructor must develop qualities such as being:
- knowledgeable about the subject matter.
- able to set a conducive physical learning environment.
- well-dressed, composed and approachable.
- audible and uses simple language.
- conversant with the learners’ needs and problems.
- able to improvise learning materials and equipment.
- able to use participatory techniques of instruction.
- able to have positive attitude towards development of the community.
Ask participants to design tools (personal assessment forms) which they will use in improving
their performance like the one below:
Date: _______________________
Name of Instructor: ________________________
Class: __________________________ No. of Learners: ________
· Audibility or Clarity Good Ö Fair Poor
· Time consciousness Good Ö Fair Poor
· Personal appearance Good Fair Ö Poor
· Knowledge of Subject matter Good Ö Fair Poor
· Involving participants Good Fair Poor Ö

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