Assessing
Adult Learners
Through Project-Based Learning Instruction
Kyle Family Learning & Career Center
The
method we use to assess students at our center is evolving - that's a good sign.
Currently we use a portfolio system which incorporates both traditional and
alternative methods of student assessment. This process is anything but stagnant
and we continuously revise and improve our approach to assessing the adults
which come to our center.
The purpose of our portfolios
is to provide a dual approach to assessment, an approach which combines standardized
methods of student evaluation and placement with alternative methods of assessment
as defined by each student. Standardized tests serve two main objectives, providing
quantitative results to funders as well as providing progress reports to students
and instructors using a consistent tool with corresponding results.
Students are responsible
for the "student-generated" section of their portfolio and choose
the work they wish to include. A student's experience and skills are valued
as we build a collection of their work and goals. Student-generated assessment
materials round off the incomplete picture built by standardized tests by offering
work which is meaningful to students.
Project-based instruction
provides a significant contribution to our students' portfolios. Student-generated
class projects are a powerful technique for facilitating adult learning. They
are a group learning experience that occurs as a classroom of learners engage
in a collective learning project that they initiate and shape. Past and current
projects at the Kyle Family Learning & Career Center include family photo
albums, valentine cards for sale, skits, publications of student writings, a
micro-enterprise initiative, a stay-in-school community awareness project, and
the creation of a student-generated web page (in progress).
Project-based instruction
facilitates the process of assessment by creating a time in which students are
engaged in meaningful and self-directed learning experiences. Assessment of
students through project-based learning activities covers a large range of learning
experiences including a student's ability to:
- build consensus and work
in a group;
- share their life experiences
with others;
- utilize language and
literacy skills to communicate with others;
- develop their skills
in the area of technology;
- recognize and develop
their own creativity;
- value personal strengths
and individualism;
- take ownership of their
work;
- experience completion;
and visualize and actualize an end product.
Recently we conducted a computer
class for nine parents and twelve of their school age children ages 8 to 12 years
old. We spent three days together in which we learned a basic word processing
program, a publishing program, and how to surf the Internet. Parents and their
children worked together on quick computer projects such as writing a computer
generated essay on their favorite time together as a family, making a sign for
their children's room or locker, and completing a scavenger hunt using the Internet.
While we experienced an
enjoyable time working on fun activities with adults and their children, we
were able to assess important aspects of our students' lives and literacy skills.
Valuable insights we gained about KFLCC adult learners as a result of this class
follow. Adults have a greater desire and need to learn computer skills if they
are to assist their children to be successful in school and life. Children are
a lot more relaxed around computers than their parents. Thus, we need to help
our adult students feel comfortable with the computer. Parents and their children
make good teams as long as you provide for the involvement of adults at all
levels (ask them to manipulate the computer). Both adults and children show
a sense of pride when they print out work they created together. Some families
prefer to write in Spanish, while others take the risk to write in English.
Everyone was able and willing to complete their tasks no matter how difficult
it was for them.
The work that adults completed
with their children during this class will most likely make it into their portfolio.
It will remind us of the success students had when working on the computer and
the pride they felt when they created a positive symbol of their families worth.
Not only did we have a great time those three days, but we also put into print
a reminder of what our students can achieve.
About the Author
Audrey Abed works at the
Kyle Family Learning and Career Center as the Adult Education Coordinator and
is a trainer for the ESOL Project at Texas A&M Kingsville. She has her
Masters in Education with an emphasis in Adult Education from San Francisco
State University. Audrey has worked with adults in the fields of adult education
and family literacy since 1990. Her 6 month old son, Gibreel, brings her joy
and laughter. E-mail Audrey at akabed@hotmail.com
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