Anke GrotlüschenProfessur für Lebenslanges Lernen Erziehungs- und Bildungswissenschaften

Fachbereich 12

Formative Assessment in Adult Basic Education

Literature Review

German-Language Areas

Paris, October 2006

Anke GrotlüschenProfessur für Lebenslanges Lernen

Fachbereich Erziehungs- und Bildungswissenschaften

Fachbereich 12

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)

Anke GrotlüschenProfessur für Lebenslanges Lernen

Fachbereich Erziehungs- und Bildungswissenschaften

Fachbereich 12

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)

Anke GrotlüschenProfessur für Lebenslanges Lernen

Fachbereich Erziehungs- und Bildungswissenschaften

Fachbereich 12

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)

Anke GrotlüschenProfessur für Lebenslanges Lernen

Fachbereich Erziehungs- und Bildungswissenschaften

Fachbereich 12

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)

Anke GrotlüschenProfessur für Lebenslanges Lernen

Fachbereich Erziehungs- und Bildungswissenschaften

Fachbereich 12

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)

Anke GrotlüschenProfessur für Lebenslanges Lernen

Fachbereich Erziehungs- und Bildungswissenschaften

Fachbereich 12

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…

Anke GrotlüschenProfessur für Lebenslanges Lernen

Fachbereich Erziehungs- und Bildungswissenschaften

Fachbereich 12

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

Anke GrotlüschenProfessur für Lebenslanges Lernen

Fachbereich Erziehungs- und Bildungswissenschaften

Fachbereich 12

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)

Anke GrotlüschenProfessur für Lebenslanges Lernen

Fachbereich Erziehungs- und Bildungswissenschaften

Fachbereich 12

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

Anke GrotlüschenProfessur für Lebenslanges Lernen

Fachbereich Erziehungs- und Bildungswissenschaften

Fachbereich 12

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.

Anke GrotlüschenProfessur für Lebenslanges Lernen

Fachbereich Erziehungs- und Bildungswissenschaften

Fachbereich 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?

Anke GrotlüschenProfessur für Lebenslanges Lernen

Fachbereich Erziehungs- und Bildungswissenschaften

Fachbereich 12

Fields / Milieus in Germany

Anke GrotlüschenProfessur für Lebenslanges Lernen

Fachbereich Erziehungs- und Bildungswissenschaften

Fachbereich 12

Anke GrotlüschenProfessur für Lebenslanges Lernen

Fachbereich Erziehungs- und Bildungswissenschaften

Fachbereich 12

Thank you for your attention

Anke GrotlüschenCentre for Research on Adult Education

Faculty of Educational SciencesUniversität Bremen

grotlueschen@uni-bremen.de0049-421 218-3083

www.lernsite.netwww.ifeb.uni-bremen.de