ASSESSMENT & INSTRUCTION
Questions to Consider
1. What is the time frame for administering assessments:
initial, ongoing, final? How much time is needed? How are the
assessment results communicated to students? How are assessment
results used?
2. What is the combination of assessments that will give
the full picture of the learner's abilities? What tools? Required
assessments? Additional assessments?
3. What is the approach to assessment? How does the teacher
or counselor relate to the learner during the assessment period?
Is the assessment done in a group or individually after an enrollment
interview? Is it done before instruction begins or as the beginning
of instruction? During orientation? Before that?
4. What kind of opportunities for self-assessment can be
provided for learners?
5. What can learners tell instructors about what they need
to learn? What information can teachers give learners about requirements
for college study, employment and career planning?
6. Where does goal-setting ---long term and short-term
---fit in the assessment picture?
7. What about grades? Optional? Required? What is the basis
for the grading system and how is it communicated to learners
so that they understand what a grade means? Criteria?
8. What about portfolio assessment? What is your approach
to it?
9. What about peer assessment? What is your approach to
it?
10. How are students counseled about college placement
test results? How do these results fit the over-all assessment
picture?
11. What kinds of assessment records results will facilitate
reporting?
Instruction:
1. How can you use information from assessments to inform
instruction?
2. What kind of instructional approach are you taking?
Are you providing an opportunity to study without pressure before
students start college courses or a
3. What information should be included in your orientation?
In your introductory packet of information?
4. How will you convey your expectations for course work?
What standards will you set?
5. How will you address math, writing, and test anxiety?
6. How will accommodate various ways of learning?
7. How will you balance individual learning needs with
the need to move the curriculum along?
8. If you provide individual conference time during class
time, what kinds of meaningful activities can groups or pairs
of learners be involved in as you meet with individuals?
9. Can you accommodate learners for alternative or additional
instruction in another part of your program?
10. Can/will you use tutors? How will you communicate with/support/collaborate
with them to assist learners?
11. How available can you be for "office hours"?
12. Will you need to address "ground rules" for
communication or collaboration in a group?
13. What policies will you follow regarding attendance,
late work, and make-up work?
14. How will you get information from students about how
well your methods are working? How will you use this information
to revise instruction?
15. How can you determine what skills and knowledge are
required in developmental and entry level courses? How can you
provide instruction that will help develop those skills?
Sumner Adult Education
East Sullivan, Maine
ABE to College Transition
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