Displaying results 1 - 10 of 15
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Current Assessment Needs in Adult Education and Workforce Development
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Description
The present report summarizes the research conducted through focus groups, literature reviews, and listening sessions to understand and document the specific assessment needs in adult education and workforce development.
(November 2023)
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Assessing the Dimensionality of O*NET Cognitive Ability Ratings Across Job Zones
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The present report analyzes the US Department of Labor’s Occupational Information Network (O*NET) data, revealing social skills, reasoning skills, and verbal skills are important for success across different types of jobs.
(February 2024)
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Assessment Resources in Adult Education and Workforce Development
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Description
As part of ASAP we reviewed the literature and practices in adult education and workforce development to compile information on existing assessments and related resources. We plan to periodically update this compilation, so feedback on the structure, content, and organization of the compilation is welcome, as are suggestions for resources not yet included (asap@umass.edu).
(September 2022)
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Defining and Assessing Literacy and Numeracy Skills for 21st Century Adult Learners: A Summary of Research and Practice
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Description
Numerous definitions of literacy and numeracy have been developed to date. In this report, we summarized and analyzed 20 definitions of literacy and numeracy. These definitions often respond to specific stakeholders’ goals and agendas. In this paper, however, we do not aim to provide an integrated definition of literacy and numeracy for all people in all places. Instead, we believe operational definitions of constructs as relevant as literacy and numeracy must respond to specific needs given at a specific moment.
(September 2022)
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Working Bibliography of Culturally Sustaining and Anti-Racist Assessment Resources
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Description
Consistent with ASAP’s assessment principles of offering a justice-oriented, antiracist approach, we prepared a working bibliography of culturally sustaining and anti-racist assessment resources. We plan to periodically update this bibliography, so feedback on the structure, content, and organization of the bibliography is welcome, as are suggestions for resources not yet included (asap@umass.edu).
(January 2023)
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Promising Practices and Lessons Learned from Early Implementation of the TSTM Framework
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Description
This brief highlights key findings from the first component of The Teaching Skills That Matter (TSTM)-SkillBlox Instructional Support Pilot—an implementation study of the TSTM framework. Findings from this study—including promising practices and lessons learned in supporting TSTM-aligned instruction—are intended to shape TSTM-SkillBlox development but may also inform efforts in the field to support TSTM implementation.
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Current Assessment Needs in Adult Education and Workforce Development
Posted on
Description
The present report summarizes the research conducted through focus groups, literature reviews, and listening sessions to understand and document the specific assessment needs in adult education and workforce development.
From: The Adult Skills Assessment Program (ASAP) Research Team
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Subject Area Frameworks for Adult Learners
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Description
These aggregate frameworks provide a structure to support learning in five subjects relevant to adult learners: Civics Education, Digital Literacy, Financial Literacy, Health Literacy, and Workforce Preparation. They include domains, topics, and subtopics in each subject. The frameworks were developed by aggregating existing curricula, assessments, and frameworks used in adult education and compiling insights from organizations and individual instructors. Use them to support Teaching Skills That Matter-aligned instruction, to locate and use resources in SkillBlox, or as a checklist for planning instruction and assessment.
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Building Knowledge and Evidence About Using Digital Technologies in Adult Foundational Skills Programs
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Description
Recent activities and events spurred adult educators’ interest in digital technologies, including the Barbara Bush Foundation Adult Literacy XPRIZE competition; the development of digital products by adult education publishers; and the COVID-19 pandemic, which prompted adult foundational skills programs to shift from in-person classes to virtual instruction. As interest in digital technologies grows, the need for information about how to implement these technologies and what works for whom under what conditions also grows.
Although some form of technology has been used to teach adult foundational skills for at least 3 decades, the knowledge base about the implementation and effectiveness of technology with adult learners is limited. The recent expansion of technology use in adult foundational skills programs suggests the need for increased efforts to develop knowledge and evidence about the types of technologies and tools that can be used effectively to assist adult learners in enhancing their foundational skills and facilitating their lifelong learning.
Author: Judith A. Alamprese, Principal Scientist, Abt Associates
Read the attached article below for the full paper.
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Highlighting Innovative Practitioner Uses of Digital Technologies in Adult Foundational Skills Instruction
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Description
Throughout the ongoing COVID-19 pandemic, teachers delivered instruction in new ways, drawing on technology tools and digital resources to support learners whom they could not teach in person (Belzer et al., 2020). To succeed, teachers had to redefine their work—especially in the way they planned or designed instruction (Vanek, in press). This break from traditional instruction served as a laboratory of sorts and illustrated the promise of educational technology (hereafter, edtech) for improving and enhancing instruction.
To explore and learn from the ways that adult educators are experimenting with digital technologies, the final convening of the U.S. Department of Education’s Institute of Education Sciences–funded Center for the Study of Adult Literacy included a session focused on this topic. The session titled “Leveraging Digital Technologies for Adult Foundational Skills Instruction” provided an opportunity for attendees to hear about promising strategies, resources, and practices that became visible through technical assistance provided by the EdTech Center@World Education to teachers, program administrators, and state-level leaders leading up to and throughout the pandemic.
Authors:
Dr. Jen Vanek, Director of Digital Learning and Research at The EdTech Center@World Education
Jeffrey Goumas, Senior Technical Advisor at The EdTech Center@World Education
Read the attached article below for the full paper.