Adult Learner Assessment

cock-a-hoop savant judgement on that pointsa Ann Hayden, M. A. , Ed. S. orderroom sagacity in facts of lifeal activity Dr. Kelli Ligeikis Capella University June 15, 2011 Adult Learner judgement Classroom legal opinion is critical to the measurement of disciple achievement. As stated in Angelo and Cross, (1993) Classroom discernment helps individual college teachers obtain theatrical roleful feed gumption on what, how much, and how soundly their bookmans be attainment the purpose is to produce the blueest possible feel of disciple makeingto help assimilator drive more effectively and efficiently than they could on their birth (p. ). Student encyclopaedism is the over t knocked out(p) ensemble terminal of education the bookman may be a child, an heavy(p), an sluttish pupil, or a formal learner regardless of which type of learner he or she is, the cultivation is to learn new concepts, topics, and subjects. The mastery of that subject matter is the charge of both the teacher and the bookman.In identifying trinity concepts pertinent to workroom discernments for bountiful learners, judgment procedures female genitals be apply for metre entry process (placement estimate), monitoring erudition progress (formative and diagnostic perspicacity), or measuring end-of-instruction achievement (summative assessment) (Gronlund and Waugh, 2009, p. 14). This translates to the classroom as pre-test, or p polish up (to paternity skills, for example) on-the-spot identification of opport social wholeies for improvement, feedback and post-testing, whether its verbal, write, or another assessment.Classroom assessment is typic tout ensembley, wiz of the last steps performed in the education of boastful learners. However, assessment of a disciples abilities before, during, and afterward t for each peerless and only(a)ing back end alike be performed. First, the instructor plans and prep atomic number 18s instructional accusatorys which atomic number 18 in line with the development institution, state, and local objectives.These objectives must also be hapd by what the schoolchilds atomic number 18 anticipate to learn piece of music the instructional objectives atomic number 18 also in harmony with the assessment produced these should also be stated in dam climb on of the student carrying into action to be demonstrated and those observable skills such as come up toing, or a product such as a written make-upand typic eithery a title of respect, scale, or a checklist of near type is use (Gronlund and Waugh, 2009, pp. 43 44). Teacher heavy(p)ness According to Effective Classroom Instruction (2004)Effective classroom instruction refers to the application of the ascertainer effectiveness variables, that is, those variables that lay d birth been demonstrated to bear the strongest relation to student achievement. These variables hold measure on task, content coverage, pacing, scope and sequence , questioning, feedback, and praise. Systematic application of these elements has been demonstrated to increase faculty member achievement. Behavioral outcomes argon the initial objectives in place before each of the instruction implys place.In addition, the characteristics of classroom assessment imply that it is learner-centered, teacher-directed, mutually beneficial, formative, context-specific, ongoing, and rooted in good- belief pull (Angelo and Cross, 1993, pp. 4 6). In laypersons row, the typical activities of a teacher and where they fit into the characteristics of student-achievement learning include Teachers leave behinding use divers(a) techniques and tools to help aceself the learning of the students which is learner-centered.The teacher entrust impart knowledge and the student testament obtain knowledge is teacher directed. The fortune for both teachers and adult students to meet in an environment conducive to learning with a e sincerelyday goal of know ledge the teacher to impart knowledge and the student to obtain knowledge is mutually beneficial. victimization internal and external feedback to modify lessons is formative and ongoing. The assessment on the part of the teacher comes from goal-setting at the pedigree of the quarter, semester, etc. ith regard to the quantity and quality of concept and skill knowledge required for the students to learn is context-specific. Teachers get out use various techniques and tools (altering these to the microculture of the classroom) to facilitate the learning of the students is rooted in good-teaching practice (Angelo and Cross, 1993, pp. 4 6). While it may seem obvious, teacher effectiveness is tantamount to meeting and exceeding planning, executing, and analyzing for improvement instructional objectives, assessment instruments, and measuring action objectives.When the adult student finds that all of this is relevant to his or her personal and schoolman objectives, and in that locatio n atomic number 18 instructional objectives which are interconnected to the personal and academic goals of the student, at that placefore there is student achievement and teacher effectiveness. This is illustrated where a diagnosis of sorts occurs by the teacherthis may be a pre-assessment then the teaching begins then the teacher may assess the position by obtaining results from the assessment tool and whatever adjustments or modifications are indispens qualificationed are fit(p) and then put into place and they the teacher assesses the learning again. See Appendix, p. 1). This is the visual flow of a teachers work-in-progress of diagnosing, teaching, and assessing results, and then modifying teaching, and then teaching, assessing, and modifying, and so on. Type and Purpose of the sagacity The type of assessment to be apply is a multiple- option question, true-false question, and short-essay exam. The purpose of the exam exit be to determine whether the students ease up mastered the concepts of honest theories this forget aid them in making fond decisions in a work environment or in an ethical dilemma. Context and tuition business officeThe class being taught is morality which has several contrastive ethical theories available through the textbook morals Theory and Practice textbook. The applications of the opposite ethical theories and their tenets are apply to different relevant scenarios. The students will infix in class discussion and arrest their opinions freely in an open-environment. The goal here is to keep the students touch on in the subject of ethics, as a whole, by utilize different circumstances, where the student might cede to make split- blink of an eye ethical decisions in the work environment. This shows the adult learner applicability and immediate relevance.Student Demographics The student demographics include the educational program of Criminal Justice with the adult students and are the sideline 1. Ranging in age from 18 to 50 years and beyond. 2. The gender of the group is 55% male and 45% female 3. presently pursuing an undergraduate spirit level an Associates of Science degree in Criminal Justice. 4. The academic attainment before entering college of all students includes either a G. E. D. certificate or a high school diploma. 5. Some students have round outd prior college passagework some have other associates degrees. . The adult students in this assessment are European-Ameri deal, Hispanic-Ameri lavatory, Asian-Ameri slew, African-American, and Mixed Ethnicities. 7. The students come from Lower Class, Working Class, and Lower Class backgrounds. Hypothetical Learner Subject Taught The subject being taught in this scenario is Ethics, and the students are expected to develop sound ethical reasoning and judgment through the study of practical applications of ethical theories. Topics studied include ethics as it relates to criminal justice, health care and nursing, society, and the environment.Emphasis is on practical applications of ethical principles and analytic methods. In concomitant, the students are exposed to different scenarios involving reason and judgment in the context of the degree-seeking program. Learner Outcomes The adult learners are expected to learn the following at the completion of the Ethics class 1. Apply the Consequentialist (Teleological) ethical theories to different scenarios presented as if a proponent of consequentialism. 2. Apply the Nonconsequentialist (Deontological) ethical theories to different scenarios presented as if a proponent of nonconsequentialism. . argue the origins of Virtue Ethics, and rationalise which cultures might be more predisposed to use this type of ethics collect to its origin. 4. Solve ethical problems victimisation Absolutism and Relativism 5. Describe and condone the difference betwixt Determinism and Free go out 6. Perform critical thinking in ethical dilemmas using both Reward and Punishment. Adult Learner discernment Instruments Any type of assessment should al managements be congruent with the instructional objectives, as well as the content taught to those instructional objectives (Gronlund and Waugh, 2009).To assess students properly, the students must be made aware of the instructional objectives, archetypical, at the beginning of the term, while covering the material in the syllabus, and then throughout the term, at the opening of each class meeting. This instruction, the students are kept on track as to what is expected of them to learn, and the daily instructional objectives are in organisement with the overall learning objectives. College and university policies should come into play regardless of the type of assessment (Gronlund and Waugh, 2009), except the assessment instrument can be tailored depending on the type of material which is being measured.There are different types of skills which can be evaluated in any one college subject. The assessment use d in this scenario is at the conclusion of this hunt will be cumulative, and will assess all of the concepts using criterion- audienced assessment, which asks the question, Did the student learn the concepts? and then also using norm-referenced assessment, which checks for, How did the student fair when compared to other students performance? The Adult Learning ScenarioThe assessment used to ascertain the adult learners ranging in ages from eighteen to fifty plus, with dominant demographics of 75% Hispanic, and 15% European, and 10% African American, will be a Final Project, culminating the quarters learning in an Ethics business line in an associates degree program in Criminal Justice. In addition, of the 75% Hispanic students, at least half of them are working as English as a second expression learners. This mannequin runs twelve weeks and will cover ten of import ethical theories and each of their sub-theories. The Special needfully StudentOverall, the adult learner has umpteen challenges in going back to school, the ESL student has even more challenges. The foundation for education and the mindset of all students is aptly stated as Many students today assume that it is the teachers job to educate them, tell them what they need to know or give them the dish outs. Moreover, because they have been taught to be passive learners, they think that their job is to listen without resistance and to try to learn as best as they can, and, in some cases, verbatim what they are taught.Many students, in fact, accept everything they express as factual information (Baitlinger, 2005, p. 1). Adult Learners in the Southwest region of the wholeed States, whose first wording is typically Spanish, and English is their second language, are in good company. Often meters, classrooms of adult learners are fill up with several different students of legion(predicate) ethnicities and cultures. This is one of the beauties of living in the Southwest there are typically Sp anish speaking people who are the majority of bilingual speakers in cities such as Vista, which is a suburb of San Diego, California, where the Ethics class is located.In this particular classroom of thirty- dickens, roughly 24 (75% of the class) will speak Spanish fluently some will speak English fluently, that there is also a large population who have been in the United States for only a few years, and there are challenges as an adult when it is tempting to stay in the native language with friends, but whose lotments and assessments are all either spoken, written, or lectured in English. These following are some of the challenges that both teacher and student fountain when the student is English as a Second Language (ESL) learner.As far as the educating of these adult learners whose English language is still in the practice stage, there are many students who are very open and willing to learn the new culture, the new language, and the new academia. However, there are challenge s that face many who are not so approachable due to emotional issues such as embarrassment, shame, or resistance, which can even turn into stubbornness. The Teaching Strategies The administrator will use the following teaching strategies throughout the stock 1. Lecture 2.Board work 3. Demonstration 4. Classroom exercises 5. Class discussion 6. Textbook exercises 7. Practice screen questions 8. Case studies and pointing assignments 9. Guest speakers 10. Group and pair work 11. Verbal presentations 12. Pencil and news report examinations In addition, all students will be required to demonstrate proper use and application of the computer and the different software required, and the materials located in the Learning Resource Center throughout the course. The Teaching Strategies for Special Needs StudentsThe teaching strategies for the picky needs students which are comprised of 75% of this class population will include not only accommodation for the ESL student in the teaching stag e, but also in the assessment stage. This will be accommodations for the assessment will be covered later in the news report. Many lessons may need to be repeated the teacher may need to work tenaciously side-by-side at the desk with the ESL student until he/she understands the material the teacher may exercise unlimited patience and also need to use metaphors or analogies in order to find other avenues of reaching the student.Professors can be challenged to their limit when judge an ESL adult students written theme. Many times, there are intelligence service which are used which are not words at all in forming sentences. For example, a student who has only heard the word limelight in observing his non-ESL counterparts, may mistake it for the word live light. This type of error can perplex a professor who is unsure of what the student is trying to convey. It isnt serious, but the point is, in order to build an assessment, the teacher must first teach, and the student must first have dozens of practice and drill with reinforcement by the teacher.another(prenominal) challenge for ESL adult learners is learning how to conjugate verbs many bilingual and multilingual adults have experienced this. For example, if an adult learner, who spoke English first, and he or she were attempting to learn Spanish, the result is the same with conjugation of verbs. If a child grows up with correction by his mother or father when he says, I goed to the store, with the parent saying, No, Honey, you say, I went to the store, then this child has at least xx years of practice.This is another challenge when grading any type college papers many ESL adult learners will use substantially incorrect verb tenses. In addition to these challenges, virtually ESL learners do not have the considerable vocabulary in English that many lifelong English speakers do of course, this is the same for the inverse family and any other languages where the learner speaks a different first language and is learning another language. The estimated intelligence vocabularies of fluent readers range from 10,000 to 100,000 words (Johnson and Steele, 1996 cite Nagy and Herman, 1987, p. 48) English or Composition teachers understand that reading, piece of music, and speaking are all related. In fact, students build a vocabulary by doing all of the above. Because reading is fundamental to all education and it follows that being able to write and speak the language ESL students know this because their challenges snowball into one another. The transmission line Outcomes The course outcomes which align directly with the instructional objectives in each unit are what the student is expected to perform to upon completion of the course. The students should be able to 1. nvestigate the importance of sound ethical judgment and reasoning for responsible for(p) living 2. analyze significant case studies using key ethical concepts 3. debate significant ethical issues using respectful, clear, and incisive argumentation 4. explain, defend, and assess personal ethical perspectives on issues of significance in their own lives 5. discuss application of course knowledge in professional settings in the criminal justice arena. The phone line Outline The course outcomes will be achieved by the following outline of topics 1. Unit One excogitation to Ethics and Morality . Unit Two Consequentialist and Non-Consequentialist Theories of Morality 3. Unit Three Virtue Ethics, Absolutism, and Relativism 4. Unit four Freedom, Determinism, Rewards, and Punishments 5. Unit Five Setting Up a Moral System 6. Unit Six ethical Applications Dishonesty 7. Unit Seven Ethical Applications Personal Relationships, Business, and the Media 8. Unit Eight Ethical Applications Abortion and Bioethics 9. Unit Nine Ethical Applications Life and Death 10. Unit Ten Ethical Applications Environmental Ethics and class Reflection The Assessment InstrumentThe actual student assessment handout (See Appendix, p. 2) that is developed by the pedagogue is a Final Project, which is written in a research paper format this paper should constitute each of the ten main ethical theories, as well as each sub-theory which belongs under the main ethical theory presented. The theories, along with their sub-theories, are covered, as well as the students must show that they can apply each theory to a real-life criminal justice situation, albeit hypothetical, but realistic to a situation they might find themselves in as a law enforcement officer.Directions for the Students The student must use and reference the text book, Ethics Theory and Practice, 10th edition, by Thiroux and Krasemann. The expected deliverables must be in American mental Association (APA) formatted paper it must be between ten to twelve pages in aloofness it must have a cover page a references page there must be no less than twenty mental imagerys used, with at least deuce-ace print books (including the textbook), and at least two peer-reviewed journal articles and lastly, there must be fifteen in-text citations.In addition, the paper must be in Arial, 12 point font, double-spaced, and written in third-person perspective there must be a dissertation statement at the beginning of the paper, and to categorize the topics, there must be bold and centered sub-headings. The varlet minimum and Resource minimum are non-negotiable if the project does not meet these particular criteria, then the paper will not be rank. This project is worth 30% of the students overall course grade.The content must include each of the ethical theories, including the sub-theory and each should be first outlined with a definition of the theory or sub-theory, and at least three examples of how this theory can be applied. pastime the definition and basic application of the theory, the student will produce an ethical dilemma in a complex scenario which might occur in the life of a law enforcement officer, where each of the theories are applied as though the student is taking on the occasion of the decision-maker exercising ethical judgment as a Consequentialist, Determinist, etc.Essentially, the students are putting themselves in the place of each type of ethical theorist. The student must perform this decision-making for each theory and sub-theory these theories are shown in the following paragraph. The Ethical Theories The theories with their sub-theories are as follows as cited in Thiroux and Krasemann, (2008) 1. Consequentialism (Teleological) a. Psychological Egoism b. Ethical Egoism c. Utilitarianism d. Care Ethics 2. Nonconsequentialism (Deontological) a. Act Nonconsequentialism b. practice Nonconsequentialism 3. Virtue Ethics a. Aristotles Nichomachean Ethics b. Confucius Ethics . Absolutism 5. Relativism 6. Freedom and Free Will 7. Fatalism 8. Determinism a. exhausting Determinism b. Soft Determinism 9. Reward 10. Punishment Directions for Special Needs Students The special needs student who is an Eng lish as a second language learner will have the same expectations for tangible deliverables as any other student. However, there will be some accommodations made. The ESL student will more time to complete the closing project paper due to a slower reading-comprehension speed these students are bright, they just have a special need, and if more time is call for, then that is also possible.For example, if it is warranted, the special needs student will be prone the concluding project specifications cut sheet up to two class periods instead than the other students. This is so that the teacher has time to explain verbally each of the instructions in a more step-by-step fashion. If a teacher has a student who is truly struggling, then it is possible for that student to be assigned additional practice assignments so that he or she can practice the concepts.Another accommodation might be to assign daily dictionary readings by the student (along with their own language dictionary), so that the students vocabulary increases, and he or she practices reading. This also works with childrens books assign the student stories to read out loud to the teacher after class this will enable the student to practice his or her American accent and will help acculturate the student to the English-speaking, reading, writing environment. forward to the lowest project assignment, the teacher can take the ESL student aside to check for disposition of the directions. The teacher can also read the final project specifications to the student with an English-Spanish interpreter so that any repugn words are truly understood. In addition, the teacher can show samples of quality papers to the ESL students so that they understand the format and comprehensiveness of the assignment attached them. Lastly, the ESL adult student still needs a lot of encouragement.While a teacher insists on keeping this fair amongst all students in the class, it doesnt scathe to encourage these ESL studen ts in the hall, in private, and in front of his or her peers. Direction for Assessment administrator Since the assessment will be administered by the educator, the direction that she will follow includes 1) checking for each component required of the students as outlined in the directions to the students, 2) deposeing the adherence to the APA format standards using The Official Pocket Style Guide From the American Psychological Association 6th ed. Concise Rules of APA Style, in every aspect of the paper 3) overconfident that the students used all of the ethical theories and sub-theories as outlined in the directions to students, by comparing to those in the textbook, Ethics Theory and Practice, by Thiroux and Krasemann, 2009, to those that the student outlined in the paper, 4) Making certain that the definitions and applications for each theory is, in fact, correct, and 5) attesting that the scenario produced and the ethical decisions made are aligned with those made by each of t he ethical theories and sub-theories.Assessment Items united to Learning Objectives The assessment items linked to the learning objectives are in table-format and illustrate each assessment item in the final project assigned and its link to the learning objectives or course outcomes outlined above. (See Appendix, p. 3 4) Assessment Consistent with Learning Environment The assessment chosen, the final project which is written as a comprehensive paper by the student is aligned with the course outcomes, as well as the course outline of units covered.In addition, the adult learners environment, whether it be in a face-to-face classroom or an online course is conducive to a comprehensive written paper, as this is the medium for showing definition, application, and creativity in producing scenarios, in which the concepts learned can be used in immediate, relevant, and real-world situations. This is directly in line with Angelo and Cross (1993) states, germinal thinking is the ability t o interweave the familiar with the new in unexpected and stimulating ways (p. 81). It is also consistent with Knowles assumptions of adult learners where An adult accumulates a growing reservoir of experience which is a rich resource for learningthe readiness of an adult to learn is closely related to the developmental tasks of his or her special roleadults need to know why they need to learn something (Knowles, 1984 1980 1968, as cited in Merriam, Caffarella, and Baumgartner, 2007).In fact, a final project in the form of a written paper is the best format to use the adult learners life while utilizing a performance instrument that is closely related to his or her special role. above all, adults will find that the instrument is relevant to something they need to learn for their upcoming professions in criminal justice. indication of ResultsInterpretation of a course assessment is the last step after administering a classroom assessment technique it is the step that the teacher is most interested in after providing the instruction adequate opportunities for practice and drill of concepts planning and implementing procedures which are equitable to all formulating the criteria for constant observation and timely and luxuriant matched student coaching and the analysis of each students improvement or the necessity for review and then the assessment tool is administered (Gronlund and Waugh, 2009).Only then can the interpretation of the assessment be articulated. In the interpretation step, the teacher seeks answers to the why questions of the students incorrect receptions (Angelo and Cross, 1993, p. 54). Because interpretation is the goal of all teaching by teachers, and the learning by students, then it is crucial that the foundation of the teaching, the tasks and tools used, and the learning objectives are all synchronized with the assessment tool, and the interpretation of the results should align with the learning objectives.As outlined in Gronlund and Wau gh (2009), assessment is an integral part of the teaching-learning-assessment process. Assessment Development and wont For the Ethics class presented, the assessment tool used is a research paper which offers the culmination of the total course. This type of assessment is a criterion-referenced instrument due to the nature of the course subject, and criterion-referenced interpretation is especially authorised for instructional uses of assessment results (Gronlund and Waugh, p. 27).This assessment will suggest results which correlates to each individual students learning of the ethical concepts the application of said concepts to invented scenarios the application to realistic criminal justice events the proper use of the American Psychological Association (APA) format and the students research, makeup, paragraph construction, and mechanics skills in using written communication. This final paper is a hybrid between the supply-response assessments which are higher in realism and c an measure the ability to originate, integrate, and express ideas and the summative assessment which checks the intent to which the students have achieved the intended outcomes of the course instruction and performance assessments using extended response which includes a high degree of realism (Gronlund and Waugh, 2009, pp. 9 10 27). The supply-response speaks to the format of the final paper which is written using research, but the students must also integrate their own ideas.The summative attribute is the overall assimilation of ideas and concepts to the made-up scenarios, and lastly, the performance assessment illustrates the knowledge and skills necessary to perform on-the-job in a criminal justice capacity. The assessment will gauge not only the students understanding of the concepts presented, but will also measure the ability of the student to develop everyday scenarios, and ultimately, devise realistic events in which the different concepts can be applied.This may go ste ady ethical stability on the part of student-then-officer while enhancing his or her decision-making ability when faced with ethical dilemmas where the law and ethics may overlap, run parallel, or do neither in some cases. In addition, the student would be assessed on his or her written communications skills which include formatting the paper in its entirety in the APA format. The other skills which would come into play include research, organization, paragraph construction, and the overall mechanics of the paper.The quality of the content and the application of the concepts and principles would be weighted more to a great extent at 75% of the total assessment, with the APA format, paragraph construction, and mechanics would be weighted less at 25%. Assessment Interpretation and rank According to Gronlund and Waugh (2009), criterion-referenced interpretation is facilitated by assessment tasks that allow for a detailed description of student performancein performance-assessment th is means performance tasks that make clear what the student can and cannot do (p. 5). Since the students have been given the final project subject, the directions for completing the final project in paper-form, the expectations for deliverables, the grading rubric, and the assignments and tasks throughout the course have been tailored to learn the concepts and application necessary, then there should be no issues with what the criterion are for performing in a superb manner.Although a grading rubric is considered an assessment tool used to grade using subjectivity, it can have a set of criteria and specific rhythmic pattern which link it to students learning objectives, which in this case, measure the students performance using a final project in research paper format. Because assessment is an ongoing process with a student in a degree-seeking program, the rubric is aimed at accurate and fair assessment for all students, by fostering understanding, and indicating the way to proceed with subsequent learning, re-learning, and teaching and re-teaching.This is the integration of performance and feedback which occurs prior to each assessment, and during the course of the class term, so that by the time the student is nearing the end of the quarter term, he or she should be able to articulate the items presented in the rubric using the final project directions adhering to the expectations for deliverables. According to Flash (2009), when students are apprised of grading criteria from the start, they can be more involved in the process of working toward success.According to Mansilla, Duraisingh, Wolfe, and Haynes, 2009 Rubrics are generally archetype to promote more consistent grading and to develop self-evaluation skills in students as they monitor their performance sexual intercourse to the rubric. However, rubrics are not without their critics who are concerned that rubrics can never truly capture the complexness of written work. If rubrics are to be useful, th ey must capture all the actual objectives of an assignment (p. ). In this case, the rubric (See Appendix, p. 5 6) is given to the students at the third week of the quarter term the directions are explained in detail with fortune for questions answered, with the actual objectives outlined in the rubric along with final project specifications. As mentioned previously, this rubric, along with the final project specifications, is given to the student at the third week of the quarter. ConclusionIn summarizing adult learner assessment, first, it is recognized that the adult learner is motivated differently than other learners. Therefore, the teacher who teaches adult learners must be aware of not only the learners diversity and culture, but also his or her motivators. Then, the teacher must identify the initial abilities of his or her class align the course objectives along with the teaching activities verify that the teaching is aligned with the assessment instruments then, analyze the results.After completion of this cycle, the educator can them adjust or modify the teacher, or the re-teaching, in this case and then the cycle starts all over again. In summarizing assessment procedures, an assessment, in and of itself, is the procedure which measures the entire student learning during a course, and the teachers teaching, facilitating, observing, and coaching, it is the interpretation of those performance results which are invaluable.As long as the educator plans for assessment during the planning of the learning, then it probable that the assessment will gauge student learning, and will meet the instructional objectives (Gronlund and Waugh, 2009). In this case, the final project is one of the best assessment tools when measuring students cumulative learning, this is as long as several mini-assessments are given throughout the quarter, and adjustments are made to teaching, if the students do not understand the material. In addition, an verall assessment is done on the students writing skills, as well as his or her attention to the proper writing format. However, it is possible that the assessment often generates more questions than it answers, (Angelo and Cross, 1993, p. 54) and it is incumbent upon the educator to answer these questions of whythe students respond the way they do (p. 54), during all of the previous assessments administered throughout the quarter term, so that there are few to none, by the time the final project is due.Lastly, in reflecting how the process of interpreting assessments will impact teaching, it is important to note that in teaching, the whole is greater than the sum of its parts, meaning, in this case, that without analyzing the end product of learning then it is difficult to remove an assessment tool and the types of results that can occur which makes it n azoic impossible to understand how to assess students after teaching has occurred it will be fruitless to set initial learning objectives if it is not under stood what it is the educators would like to teach the students and to diagnose when they build the student pre-assessments.Each section is bound to the other in seamless alignment, with the opportunity for improvement at each juncture it is in this way that goals and classroom assessment drive everything in education, and in learning, in general. In teaching, there can be no greater impact than to learn that each of these components is critical to the goal of facilitating the obtainment of knowledge, and it is a bright insight to teachers of all philosophies, experiences, and tenure. References American Psychological Association. (2010). The official pocket style guide from the American Psychological Association Concise rules of APA style (6th ed. Washington, DC American Psychological Association. Angelo, T. A. , Cross, K. P. (1993). Classroom assessment techniques A handbook for college teachers (2nd ed. ). San Francisco Jossey-Bass. Baitlinger, K. (2005). Engaging adult learners in writing/ESL Classroom. College Quarterly, 8(1),1. Create Rubrics for your Project-Based Learning Activities. (2000 2008). Rubistar. Retrieved from http//rubistar. 4teachers. org/index. php? screen=NewRubricmodule=Rubistar Effective Classroom Instruction. (2004). Encyclopedia of applied psychology. Retrieved from http//www. redoreference. com. library. capella. edu/entry/estappliedpsyc/effective_classroom_instruction Flash, P. (2009). Grading writing Recommended grading strategies. Retrieved from http//writing. umn. edu/tww/responding_grading/grading_writing. html Gronlund, N. E. , Waugh, C. K. (2009). Assessment of student achievement (9th ed. ) Upper Saddle River, NJ Pearson Education. Johnson, D. , Steele, V. (1996, February). So many words, so little time Helping college ESL learners. Journal of Adolescent and Adult Literacy. 39, 5 ProQuest Education Journals. . 348. Mansilla, V. , Duraisingh, E. , Wolfe, C. R. , Haynes, C. (2009). Targeted assessment rubric An empiricall y grounded rubric for interdisciplinary writing. Journal of Higher Education. 80(3), 334-353. Merriam, S. , Caffarella, R. , Baumgartner, L. (2007). Learning in maturity A comprehensive guide (3rd ed. ). San Francisco, CA Jossey-Bass. Thiroux, J. P. , Krasemann, K. W. (2008). Ethics Theory and practice (10th ed. ). Upper Saddle River, NJ Prentice Hall. - Top of FormBottom of FormAdult Learner AssessmentRunning head ADULT learner ASSESSMENT Adult Learner Assessment Enter Student Name Here Capella University noble 26, 2012 ED7712 Classroom Assessment in Education totally students are familiar with assessments. They have been assessed on various levels all through primary and secondary school, and if they attended school afterward theyve experienced assessments in postsecondary school as well. Why do we do assessments? Assessments are necessary they not only tell the instructor how well the students are doing but they also tell the instructor how well they are teaching. But ther e is much more to assessments than that.Assessments can be an excellent instructional method to provide understanding of what adults are learning, how they are thinking, what their progress is, and which learning problems to address (Wlodkowski, 2008). This paper will demonstrate this. The purpose of this research paper is to demonstrate an assessment of the adult learning of students who are enrolled in IS100 intro to Databases, a course at Two Rivers Community College. This course covers topics that include basic concepts of relative selective informationbase systems, database architectures, data storage, and data mining.This course utilizes problem- ground learning. Problem-based learning is an education strategy that uses problem-solving for optimal learning and is particularly useful in environments such as information technology. The benefits are twofold students not only acquire knowledge but they also develop problem-solving skills necessary for real world application (Wi lliams, Iglesias & Barak, 2008). Therefore the best type of assessment for this course will include a problem-based learning assessment.The learners are students who have been allowed to enroll in this course for one of three reasons (1) it is a required course for the Information Systems major, (2) it is a being taken as an elective for another major, or (3) they are undecided on which major they want to pursue and want to learn more about this aspect of information systems career path. The majority of the students who attend this course are predominately post-adolescent white males who range in ages from 18 to 23 years old and are in their first year at the companionship college.These students typically complete their associates degree here prior to continuing their education to obtain a bachelors degree in either Computer Science, Information Systems Management, or Industrial Technology. However, in recent years there have been an increasing number of adult learners who are of m ixed nationalities, range between 28 to 35 years old, and are returning to the connection college environment due to job loss or a change in career path. These individuals have chosen the community college environment because of the short duration of time to complete a degree as compared to the traditional four year university.Three Learning Outcomes The overall learning objective of this course is for students to demonstrate a fundamental understanding of database systems. To consider this, students will be assessed on the following three learning outcomes throughout the course 1. Unit 1 Students will demonstrate an understanding of the theory, history, and evolution of the relational database. 2. Unit 2 Students will demonstrate an understanding of the fundamentals of good relational database design. 3. Unit 3 Students will demonstrate basic knowledge of data mining and storage.Adult Learner Assessment The assessment described here will be on assessing students learning after th e first unit is covered. The first unit of instruction is designated for an overall view of databases. Topics include relational database theory, the history and evolution of databases, types of database prototypes, database interrogation languages, and an overview of databases in use today. It is imperative that students have a good understanding of this information before move on the next unit, therefore an assessment of this understanding needs to be evaluated.The two most astray used types of test items are selection-type items and supply-type items. The use of selection-type items will gauge how well the students can recognize or recall facts whereas the supply-type items will measure the more complex learning outcomes (Waugh & Gronlund, 2013). Items from both of these will be used to design the assessment to get a true measurement of students learning after unit 1. The assessment is listed in Appendix A. Accommodating Learners With Special NeedsIn accordance to the America ns with Disability Act and the policies of Two Rivers Community College, learners with special needs will have reasonable accommodations given during assessment taking. Reasonable and appropriate support services that may be needed for this course could include, but are not limited to interpreters, questions and answer choices read out loud to the student, and extra testing time. Accommodations will be evaluated on a case-by-case ass and every means will be done to ensure the student has a fair lot to take the assessment.The instructor will also seek guidance from The Alliance for Access to Computing Careers (aka AccessComputing). This organization partners with postsecondary institutions to increase participation of people with disabilities to computing fields. This organization can provides optimal strategies for instructors to accommodate a student with special needs. Specific to assessment taking, they recommend Alternative, quiet testing locations and distraction free rooms. Alternative formats of the assessments, if needed. increase test-taking time. Reading or scribe services. All of these recommendations are already available at the school. Directions for the Assessment Administrator and the Adult Learner The way in which an assessment is administered to students is especially important for good assessment outcomes. Assessment administrators play a key role in this occurring. The main role of an assessment administrator for this course includes 1) to give clear instructions to the students and 2) to prevent cheating. The following directions will be provided to the assessment administrator.The instructions for the students will be written on the test itself Administrator Prior to the class starting, ensure equal length is between each student seat. Ensure there are no pieces of paper laying in or around the desks. When all the students have arrived, separate each student with a desk between them, if possible. enunciate the students why they are the re and the purpose of the test. Explain how the test is laid out (10 multiple choice questions, 10 true-false questions, and 3 short answer questions) and how much time they have to complete it (50 minutes).Breaks will not be given unless extenuating circumstances would dictate otherwise. Once the student has completed the test, they are to bring the test to you and place the test face down on the desk. The student will come across their things and quietly leave the room. Interpretation of the Results of the Assessment Assessments provide the instructor with a relative ranking of students and a description of the learning tasks a student can and cannot perform (Waugh & Gronlund, 2013). These two items have more to do with the interpretation of the assessment results. Criterion-referenced vs.Norm-referenced The first item is centered around an interpretation method called norm-referenced assessment whereas the second one is centered around criterion-referenced assessment. The basic difference between the two is what the results are compared to. When an instructor is using norm-referenced assessment interpretation, they are comparing each students performances with the other students in the class whereas when an instructor is using criterion-referenced interpretation, they are comparing each students performance with a predefined set of criteria (Waugh & Gronlund, 2013).Each type of interpretation serves a specific purpose. If an instructor wants to use the interpretation of assessments for instructional decision-making, they would use the criterion-referenced approach whereas if they wanted to measure the psychometric different between students, they would use the norm-referenced approach. For the purpose of this paper, the criterion-referenced approach will be used to interpret the results of the assessments in this course. This will ensure the students have a clear guide to their learning objectives competency.Grading For the students, assessment is about gr ades. Grades tell the student to what extent they are meeting the instructional objectives. However grading is just as important to the instructor. There are three guiding principles that instructors use to determine their grading system for a course 1. choose the best reference (standard) for the basis of grading, 2. choose the best way to combine the various assessment results, 3. choose the most effective and fair grading system (Waugh & Grunlund, 2013).Similar to the assessment interpretation types noted above, when choosing the best grading standard, instructors have a choice between grading the students performance against predetermined standard (absolute grading) or against their fellow peers performance (relative grading). The most common way is to use the absolute grading approach by assigning garner grades based on a 100 point system. This will be the approach used in this course. In choosing the most effective and fair grading system, there are a number of things an inst ructor can do to enlist the confidence of their students.First and foremost, the instructor should be upfront from the beginning with the students about their expectations of them, explain how the students will be graded, and explain the grading rubrics for the course. Lastly, the instructor should be sure to not grade based upon subjective components such as learning ability, the amount of improvement a student has achieved, or omit of or improved effort. In determine the best way to combine the various assessments, each graded item must be assessed. For this course, the students will have grades for four unit tests and one problem-based course paper.Each unit assessment will count for 15% of their grade and the course paper will count for 40% of their grade. No weighted scores will be used. The best way to grade the students course paper was to develop a scoring rubric. For the problem-based course paper, students are given a completed database to study. Utilizing the Classroom A ssessment Technique called Problem Recognition Tasks (Angelo & Cross, 1993), they students are to 1. determine if it meets the definition of a relational database, 2. elect and explain one relational database theory about their database (i. e. the relational puzzle, dependency, normalization), 3. determine what database programme language was used to produce it, 4. discuss database design model, and 5. explain one technique theyd use to extract data from it. The scoring rubric and letter grades for the course paper is below. Criteria2 points1 point0 points Determine if the database meets the definition of a relational database and provides funding research to explain their reasoning for the decision. decently determines if the database meets the definition of a relational database and provides supporting research to explain their reasoning the decision. Correctly determines if the database meets the definition of a relational database and but doesnt provide supporting research to explain their reasoning the decision. Doesnt the right way determines if the database meets the definition of a relational database. Thoroughly explains one relational database theory about their database. Fully explains one relational database theory about their database. Somewhat explains one relational database theory about their database. Doesnt explain one relational database theory about their database. Correctly identifies the program language use to create the database and thoroughly explains the programming language with supporting documentation. Correctly identifies the programming language used to create the database and thoroughly explains the programming language with supporting documentation. Correctly identifies the programming language used to create the database and but doesnt thoroughly explain the programming language with supporting documentation. Doesnt correctly identify the programming language used to create the database. Correctly identifies the data base design model used to create the database and thoroughly explains the model with supporting documentation. Correctly identifies the database design model used to create the database and thoroughly explains the model with supporting documentation. Correctly identifies the database design model used to create the database but doesnt thoroughly explain the model with supporting documentation. Doesnt correctly identify the database design model used to create the database. Thoroughly explains what technique theyd use to extract data out of it. Thoroughly explains what technique theyd use to extract data out of it. Somewhat explains what technique theyd use to extract data out of it. Doesnt explain a technique theyd use to extract data out of it. Course Paper Letter Grades 9-10 pts = A7-8 pts = B5-6 pts = C3-4 pts = D0-2 pts = F A series of steps were taken to arrive at the scoring rubric. First, the intended learning outcomes were evaluated and used to construct the items needed t o be graded on.Second, the focus of the assessment was determined by determining where the emphasis should be placed. It was determined that it should be focused on a process of examining a database for certain attributes. Third, it had to be determined if this would take the form of a paper-and-pen test or a practical exam. It was determined it would be best to be a paper-and-pen test due to the time constraints of such a task. Forth, the performance situation was determine to be a identification test because the students need to be able to do this in a real world setting.Lastly, the method of observation chosen is the scoring rubric because they will provide the instructor with an objective scoring guideline, and they will give the students a clear guideline of what is expected of their final paper. (Waugh & Gronlund, 2013). In conclusion, the goal of this paper was to demonstrate assessment in an information technology course at a community college. The overall goal of instructin g is to provide the highest possible quality of learning. Assessments, in forms of varying degrees, can be utilize to ensure this is happening.Specifically, the problem solving assessment described here will be a capricious force in directing students efforts toward critical thinking and real world applications. Appendix A IS100 Introduction to Databases Unit 1 Assessment Name ______________________________________ Date ____________________ Assessment Instructions This test is being given to assess your understanding of the theory, history, and evolution of the relational database. The Assessment Administrator will monitor your progress during the est to ensure students are completing their own work and not sharing their responses with others. Multiple Choice Directions For each of the following multiple-choice questions, please select the best answer for each question and circle the letter to the odd of the answer you have chosen as the most appropriate response. dubiety 1 W hich of the following databases was an early implementation of the relational model developed by E. F. Codd ? A. IDMS B. DB2 C. dBase-II D. Rbase Question 2 An online technical site such as Amazon. om is an example of a(n) A. single-user database B. multiuser database C. e-commerce database D. data mining database Question 3 Which of the following was the first to implement true relational algebra in a database? A. IDMS B. dBase-II C. Oracle D. Rbase Question 4 The acronym SQL stands for A. Structured Query Language B. serial Query Language C. Structured Question Language D. Sequential Question Language Question 5 The following are functions of a relational database except A. creating and affect forms B. creating databases C. rocessing data D. administrating databases Question 6 Which of the following databases implemented the CODASYL DBTG model? A. IDMS B. dBase-II C. DB2 D. Rbase Question 7 All the following are database models except A. Spreadsheet work B. Relational Model C. Hierarchical Model D. Object-Oriented Model Question 8 Todays banking systems use this type of database A. Analytic database B. Operational database C. Network database D. Hierarchical database Question 9 The term Relational Database Management System (RDMS) was coined during the A. 1950sB. 1960s C. 1970s D. 1980s Question 10 All of the following are popular database query languages except A. SQL B. OQL C. XML D. MySQL True-False Directions For each of the following true-false questions, predict a True response by circling the T next to the question and a False response by circling the F next to the question being answered. Question 1 A database is called self describing because it contains a description of itself. T F Question 2 One of the reasons why OODBMS is no longer used for todays businesses is because OOP is obsolete. T FQuestion 3 In an enterprise database system, users interact with database applications, which directly access the database data. T F Question 4 Microsoft Access is a database management system. T F Question 5 Prior to 1970, all data was stored in separate files, which were mostly stored on reels of magnetic tape. T F Question 6 SQL is an internationally recognized standard language that is understood by all database management system products worldwide. T F Question 7 Databases that contain historical and summarized information are usually called data warehouses. T FQuestion 8 As legacy file-based systems and applications become candidates for reengineering, the trend is overwhelmingly in favor of replacing file-based systems and applications with database systems and applications. T F Question 9 A central focus of database theory is on understanding the complexity and power of query languages and their connection to logic. T F Question 10 The Object Oriented database model is best described by organizing data into a tree-like structure, implying a single upward link in each record to describe the nesting, and a sort field to keep t he records in a particular order in each same-level list.T F Short Answer Directions For each question, hand write your answer below each question. If additional paper is needed, please ask the Assessment Administrator. 1. Briefly explain three of the twelve rules of E. F. Cobbs relational database theory. 2. Briefly explain the three views (schema) of a DBMS. 3. List two advantages and two disadvantages of using a DBMS. References AccessComputing. The Alliance for Access to Computing Careers. Retrieved September 9, 2012 from http//www. washington. edu/accesscomputing. Angelo, T. A. , & Cross, K. P. (1993).Classroom Assessment Techniques A Handbook for College Teachers (2nd ed. ). San Francisco Jossey-Bass. Waugh, C. K. , & Gronlund, N. E. (2013). 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