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In the United States, the nomenclature of adult education includes adult literacy, adult secondary education, and English for speakers of other languages (ESOL) services provided to undereducated and limited English proficient adults. Those receiving adult education services have diverse reasons for seeking additional education. With the passage of the WIA, the assessment of adult education students became mandatory-regardless of their reasons for seeking services. The law does allow the states and local programs flexibility in selecting the most appropriate assessment for the student. The purpose of the NRC's workshop was to explore issues related to efforts to measure learning gains in adult basic education programs, with a focus on performance-based assessments.

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Suggested Citation

National Research Council. 2002. Performance Assessments for Adult Education: Exploring the Measurement Issues: Report of a Workshop. Washington, DC: The National Academies Press. https://doi.org/10.17226/10366.

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Publication Info

132 pages |  6 x 9 | 

ISBNs: 
  • Paperback:  978-0-309-08453-6
  • Ebook:  978-0-309-16957-8
DOI: https://doi.org/10.17226/10366
Chapters skim
Front Matter i-xii
1 Introduction 1-6
2 Background 7-35
3 Assessment and Test Design 36-49
4 Quality Standards for Performance Assessments 50-70
5 Developing Performance Assessments for the National Reporting System 71-83
6 Challenges in Adult Education 84-91
7 Options and Strategies 92-102
References 103-106
Appendix A: Workshop Agenda 107-112
Appendix B: Workshop Participants 113-117
Appendix C: Adult Education and Family Literacy Act FY 2001 Appropriation for State Grants 118-120

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