Methodologies for Assessing the Adult Learner

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Author(s): Lawrence A. Tomei (Robert Morris University, USA)
Copyright: 2010
Pages: 17
Source title: Designing Instruction for the Traditional, Adult, and Distance Learner: A New Engine for Technology-Based Teaching
Source Author(s)/Editor(s): Lawrence A. Tomei (Robert Morris University, USA)
DOI: 10.4018/978-1-60566-824-6.ch014

Keywords: Education / Educational Technologies / Information Science Reference / Instructional Design

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Abstract

Assessments, when properly considered and constructed, have a potential to recognize and value the adult learner, their varied learning styles, and the diverse backgrounds which they represent in the classroom. Properly prepared, assessments present the adult with complex, purposely ambiguous, open-ended problems and tasks that demand from them the ability to integrate knowledge and demonstrate mastery and performance of critical skills. It is important for course designers to create an environment in which formal assessment is fully utilized to track and document learners’ educational successes and learning shortfalls gains. Teachers conduct informal assessment on a daily basis. They should be encouraged to use the informal tools and procedures consistently, testing and retesting as needed and documenting changes in skill levels to gauge learner progress and supplement lesson instruction as it moves forward.

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