• Assessment 2 Report 2(2500 words)From the area of the curriculum identified in Part 1, describe the current form of assessment and critically evaluate its effectiveness as a formative and then as a summative form of assessment.Devise an alternative form of assessment to accompany your new instructional approach.Explain why this new form of assessment is likely to be superior to the old form, in terms of (a) its effect on the students, and (b) its validity as a measure of mastery of the curriculum topic.Implement the new form of assessment and report the outcomes for the case study or group participants.• Evaluate the assessment instrument, identify strengths and recommend improvements that you would make in the light of your experience.Recognise, categorise and generalise the student characteristics, and the elements of theinstructional process to your own educational situationDescribe and apply the principles of measurement and assessment
The Project Report must contain:• A descriptive title.• Introduction, outlining general aims and specific objectives.• Summary of key learning concepts and learner characteristics.• Discussion of relevant material from your reading (with references)• Clear description of the participants and procedures.• Systematic presentation of outcomes.• Reflection on the activity in terms of its usefulness to you.• Reference list. APAIt is appropriate to use sub-headings and to write sections of each report that correspond to the different parts of each task, as outlined above.The project reports will demonstrate:• critical analysis of the existing situation.• use of the literature on adult learning and assessment to devise improvements to current practice.• evidence of implementation e.g.: dated class observations, clean copy of a new assessment instrument or procedure.• evidence of outcomes e.g.: work samples, observations, qualitative or quantitative data.• reflective discussion.Textbook, journals and references • Textbook
The textbooks are1. Burns, R. (2002). The adult learner at work. (2nd ed.). Sydney: Allen and Unwin Aust. Pty. Ltd2. Miller, M.D., Linn, R.L. and Gronlund, N.E. (2009). Measurement and assessment in teaching.(10th ed.). Upper Saddle River, New Jersey: Pearson Education Ltd.Available from the Open Universities book shop
• Recommended text For preparation of assignments, you will be required to conform to the academic requirements as explained here:
Book Name Author ContentsThe little red writing book – better sentences J. Dawson Introduction: How to use the Writing Construction Manual; Sentence Structure; Punctuation; Grammar and SyntaxThe little blue writing book – essays J. Dawson About essays; analyse the brief; thesis statements; gather and organise data; writing, editing and proof-reading.In Writing J. Samson and A. Radloff Writing as a Problem to be Solved; Getting Started; Pre-planning; Planning; Composing; Reviewing; Evaluating; Some Final ConsiderationsThe Essay: A Guide to Writing Essays and Reports in Education J. Samson, A. RadloffandB. de la Harpe Written to assist tertiary students with their essay writing and presentation skills. Includes information on how to plan an essay; structure ideas; write an introduction, main body and conclusion; and avoid plagiarising when using authors’ exact words or paraphrasing authors’ ideas.
• References In addition to the prescribed textbook the following list of references will be useful:Australian journal of adult learning. Underdale, South Australia: Adult Learning Australia Inc., (2000). T.L. Publishers, R. (2010).
Aspin, D. (Ed.). (2001). International handbook of lifelong learning. Boston: Kluwer Academic Publishers.
Athanasour, J.A. (1999). Adult educational psychology. NSW: Social Science Press.Australian Council for Adult Literacy. (2001). Literacy and lifelong learning social justice for all. Canberra, ACT: Australian Council for Adult Literacy.
Barbour, R.H. (2005). Metaknowledge in tertiary education. Higher Education Research and Development Society of Australasia (HERDSA) Conference Proceedings. University of Sydney.
Boud, D. and Falchikov, N. (2005). Re-designing assesment for learning beyond higher education. Higher Education Research and Development Society of Australasia (HERDSA) Conference Proceedings. University of Sydney.
Boyd, J. (2000). A guide for learning facilitators combining the persuasive art of presenting and the gentle art of encouraging continuous professional growth. Launceston, Tasmania: Working Futures, 2000.
Brookfield, S.D. (2005). The power of critical theory, liberating adult learning and teaching: Transformative dimensions of adult learning. San Francisco: Jossey Bass.
Bryan, C. and Clegg, K. (Eds.). (2006). Innovative assessment in higher education. New York: Routledge Taylor and Francis Group.
Field, J. (2005). Social captial and lifelong learning. London: The Policy Press.
Field, J. (2006). Lifelong learning and the new educational order. London: Trentham Books.
Fogartry, R. J., and Pete, B.M. (2007). The adult learner: Some things we know. UK: Corwin Press, SAGE.
Galbraith, M.W. (Ed). (1998). Adult learning methods a guide for effective instruction. Malabar, Fla.: Krieger Pub. Co.
Hager, P. and Holland, S. (2006). Graduate attributes, learning and employability. Lifelong Learning Book Series, Vol. 6. Springer.
Kirkwood, A., and Price. (2005). Learners and learning in the 21st Century: What do we know about students’ attitudes towards and experiences of information and communication technologies that will help us design courses?.Studies in Higher Education, 30, (3), June.
Knight, P.T. (2002). Being a teacher in higher education. Buckingham, UK: Open University Press.
Knowles, M.S., Holton, E.F. and Swanson, R.A. (2005). The adult learner: the definitive classic in adult education and human resource development. Butterworth Heineman Publishers.
Leicester, M. and Field, J. (2000). Lifelong learning: Education across the lifespan. London: RoutledgeFalmer.
Ramsden, P. (2003). Learning to teach in higher education. London: Routledge.
Rogers, J. (2001). Adults learning. Buckingham, UK: Open University Press.
Scott, S. and Dixon, K.C. (Eds.). (2008). The globalised university: Trends and challenges in teaching and learning.Curtin University of Technology. Black Swan Press.
Waterhouse, S. (2005). The power of eLearning: The essential guide for teaching in the digital age. Boston: Allyn and Unwin, Inc.
Weimer, M. (2002). Learner-centered teaching: Five key changes to practice. San Francisco: Jossey Bass.
Yorke, .M. (2003). Formative assessment in higher education: Moves towards theory and the enhancement of pedagogic practice. Higher Education, 45 (4), June.