Assessment Colleagues,

I have some assessment questions below, but first please look at the following two examples of creative, theme-based and project-based GED teaching:

1. The Fabric of History curriculum -- designed for young adults who are not usually excited about learning American History, but who are interested in clothes and fashion, a whole American history curriculum built on this theme: 

http://wiki.literacytent.org/index.php/Fabric_of_History

2. A Virtual Visit to a Lowell, Massachusetts Mill museum -- a Web site designed by and for young adults in a GED preparation program  that features a visit to a 19th century mill and readings, writings and discussion about the period. 

http://tech.worlded.org/docs/lowell/home.htm

My Overall Question: How should we assess learning in creative GED programs? Consider the examples above, the theme-based CUNY GED program that Kate Brandt has written about here, and other examples from this disscussion and elsewhere:

How should we do summative assessment for a creative GED program?  How should we do formative assessment?

1) Summative Assessment

Are scores on the GED test all we need?  Or do we also need to know, for example:

a. College as a Goal. How many/what percent of GED program participants hold the goal of going to college, and how has that changed from the beginning to the end of the program?
b. College Preparation. For those who hold this goal, how many/what percent are prepared for college? For example, how many have been admitted to college, and how many/what percent have been admitted as regular, not developmental studies, students? How many have high GED scores as one indication of preparation for college level work? How many, particularly "first generation" college students, have learned about the culture of higher education and how to navigate it successfully ?
c. Success in college. How many of the GED program graduates complete the first year of college? How many complete a two-year degree? A four-year degree?
d. What else should be assessed at the end of the program or later to determine impact or effect of the GED program?

2) Formative Assessment

Formative assessment is systematic measuring of learning progress or learning about how-to-learn strategies for the students themselves and for their teacher or tutor.

What formative assessment tools are/could be effective  in creative GED programs, for example in programs that use themes or learning projects: Dialogue journals? (Online or hold-in-the-hand) portfolios? Videotaped demonstrations of application of skills, knowledge or understanding?  Assessments of attitude changes? Something else?


David J. Rosen
djrosen at comcast.net





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