Assessing Continuing Education Derek Young & Ginny Saich Division of Academic Innovation and Continuing Education (DAICE) University of Stirling

Is assessment in continuing education fulfilling its intended roles by contributing to learning and assessing student knowledge?

Changing Role of Continuing Education Adopting a wider role

Changing Role of Continuing Education Adopting a wider role Diversity and flexibility of roles

Changing Role of Continuing Education Adopting a wider role Diversity and flexibility of roles Diversity of learner needs

Changing Role of Continuing Education Adopting a wider role Diversity and flexibility of roles Diversity of learner needs Diversity of assessment

Adopting a Wider Role Increasingly asked to provide entrance route to Higher Education Access & summer school Widening participation Community point of contact Targeted groups Taster Academic skills

Diversity and Flexibility of Roles Increasingly asked to provide HE Flexible provision Degree modules (part-time) Accredited courses (flexible) Non-accredited courses Evening & weekend Distance learning Workplace learning Community based Outreach

Diversity of Learner Needs - Motivation to Learn Progression into higher education Assessment directed at the needs of the learner - not necessarily employment. Academic assessment – progression into HE Assessed by subject needs Improve retention Reduce learner dissatisfaction Enhance student experience

Diversity of Learner Needs - Motivation to Learn Skills for existing employment Learners highlight those skills they wish to develop Authorship lies with the learner Generic assessment

Diversity of learner Needs - Motivation to Learn Pleasure ‘Learners often choose courses for enjoyment rather than employment’ Should the emphasis be on academic assessment or student satisfaction? ‘Adult learners are often retired and have no interest in academic progression’

Diversity of Assessment Should generic assessment be embedded within continuing education or should continuing education focus on the needs of the individual learner? Wide range of practices used to assess within Continuing Education Should a measure of assessment within Continuing Education be progression into mainstream Higher Education?

Diversity of Assessment How can we assess learning and knowledge within Continuing Education? Enjoyment Not how do we but how can we?

Current Methods of Assessment Meet the diverse needs of learners –76% agree 6% disagree 18% Neutral Reflect the flexibility of provision –82% agree 6% disagree 12% Neutral Provide reliable measures of student learning –76% agree 24% Neutral

Current Methods of Assessment Contribute to learning –Formative assessment - 94% –Summative assessment- 59% Meet learner needs –Formative assessment - 59% –Summative assessment - 42% Meet department needs –Formative assessment - 36% –Summative assessment - 82%

Current Methods of Assessment Monitor learner progress – 88% agree Provide constructive feedback to learners – 88% Assess learner knowledge – 94% Assess learner understanding of subject – 100%

Flexibility within Continuing Education Flexibility of needs Flexibility of provision Flexibility of assessment

Future Directions Future opportunities for Identifying learner aspirations Identifying final destinations Identifying motivational diversity Differentiating assessment Enhancing pre-entry and continuing guidance