1. Comparing Assessments in adult education and training
AET535
Professor Thomas Martin
March, 31st, 2014
Team B
Members: Anastasia Terrell, Frank J Ball Sr., James Sheridon Ochoa, Jason Oxley
After creating eight questions concerning assessments in both postsecondary and training forums, our team interviewed the following individuals in order to compare and contrast the purpose, development, implementation, and analysis of assessments. Dwayne Thomas is a University of Phoenix instructor in Jacksonville, Florida, Dr. Douglas Letsch is an Accounting instructor for Kaplan University Online, Hermelinda Arguello is a Mid-Continent Training Coordinator, and Tony Newman is an Instructor and Training facilitator.

2. Postsecondary Instructors Training Facilitators
Both
Training Facilitators
Complement standard assessments
Use of rubrics
Value of Authentic Assessments to Learner’s Comprehension
Show knowledge of content
Student performance
The participants answered the following question: Do you think that authentic assessments add value to a learner's comprehension of a given topic? The postsecondary instructors Mr. Thomas and Dr. Letsch concluded that the authentic assessments complement standard assessments through applying knowledge learned and use rubrics to clearly layout expectations for students to follow instead of simply answering questions (Thomas, 2014) (Letsch, 2014). The training facilitators Ms. Arguello and Mr. Newman use authentic assessments to identify gaps in learning in order to increase comprehension and provide real world application so that trainees are more successful in retaining knowledge for success in the workplace (Arguello, 2014) (Newman, 2014). Both the postsecondary instructors and training facilitators value authentic assessments because they clearly indicate knowledge of content and comprehension of content through student performance.
Identify gaps in learning
Real world application

3. Postsecondary Instructors Training Facilitators
Both
Training Facilitators
Reflective assessments
Depends on course subject
Method for Assessing Effectiveness of Courses From Learner’s Perspective
Performance based assessments
Combinations and variations
The participants answered the following question: What is the most reliable method your organization has found for assessing how effective a course is from the learner's perspective? One of the postsecondary instructors, Mr. Thomas, expressed the effectiveness of reflective assessments (Thomas, 2014) and Dr. Letsch added that types of assessments are different depending on the course subject because some subjects essentially test effectiveness through justifications or work shown in a traditional assessment (Letsch, 2014). Whereas, the training facilitators suggested using end of course learner critiques to improve instructional effectiveness and implementing projects to supplement traditional assessments in training. Both the postsecondary instructors and the training facilitators highlighted the need for performance based assessments or the requirement of answer justification. In addition, combinations of assessment methods and variations depending on instructional content assists in reporting clear data for recording effectiveness of courses.
End of course critiques
Projects

4. Postsecondary Instructors Training Facilitators
Both
Training Facilitators
Mastery by doing
Preparation for profession
Preference on Project/Problem Based Assessments
Application of knowledge
Real world practice
The participants responded to the following question: Do you prefer project/problem based assessments in the use of your learning environment? Why? The postsecondary instructors prefer using project and real world problem based assessments because they require students to show mastery through doing, or performing tasks and these types of assessments prepare students for working in their desired profession. Whereas, the training facilitators prefer using problem based assessments to meet cost and time constraints but, when given the opportunity implement projects to show creativity in the field of work. Both the instructors and facilitators prefer project and real world problem based assessments for their application of learned knowledge and their opportunities for professional practice through real world problem solving processes. (Arguello, 2014)(Letch, 2014)(Newman, 2014)(Thomas, 2014)
Cost and time constraints
Creativity

5. Postsecondary Instructors Training Facilitators
Both
Training Facilitators
Content analysis
Skills observation
Analysis of Project/Problem Based Assessments for Retaining Knowledge
Assessing through real world problems
Depth of knowledge
The participants responded to the following question: What analysis of project/problem based assessments can you determine about the course objectives and the students retained knowledge? The postsecondary instructors expressed the need to complete content analysis based on the topics instructed through the project/problem based assessments. Through this analysis, skills required for the identified profession can be practiced and show mastery. The training facilitators analyze the assessments for knowledge retention using curriculum based objective and standard alignments to identify strong and weak points for students. They also use this data to identify common misconceptions students make and ensure the instruction identifies these misconceptions. Both the instructors and the facilitators believe that the analysis of students answers helps better predict their reactions in real world situations. Also, the depth of their retained knowledge can be determined so that weaknesses can be strengthened. (Arguello, 2014)(Letch, 2014)(Newman, 2014)(Thomas, 2014)
Curriculum alignment
Misconceptions

6. Postsecondary Instructors Training Facilitators
Both
Training Facilitators
Teach with the end in sight
Increase depth of knowledge
Methods of Assessment Preparation for Certification and Professional Tests
Match curriculum to certification requirements
Decrease misconceptions
The participants responded to the following question: How can you prepare learners for mandated certification or professional traditional tests using other methods of assessments to increase depth of knowledge? The postsecondary instructors highlighted using released professional certification assessments to base instructional plans on by teaching with the end test in sight. Also, increasing depth of knowledge through traditional and nontraditional assessments assists in knowledge retention for proficient professional certification test performance. Whereas, the training facilitators believe it is vital that facilitators understand and convey the requirements of the certification test so that expectations remain at the level of the tests throughout the course. Also, students can better receive and retain the required skills of the certification test by providing enriched classroom activities using hands on elements. Both the instructors and facilitators stressed the need to match curriculum to certification assessment requirements. Another method is to decrease students misconceptions of skills by reviewing the test and showing the students the misconceptions so that they can overcome them. (Arguello, 2014)(Letch, 2014)(Newman, 2014)(Thomas, 2014)
Understanding the requirements
Providing enriched activities

7. Postsecondary Instructors Training Facilitators
Both
Training Facilitators
Grading panels
Reflections on learning
Strategies for Documenting Data from Oral Questioning and Observation
Rubrics
Attention to detail
The participants responded to the following question: What strategies do you use to document results when assessing through oral questioning and observation? The postsecondary instructor Dr. Letsch expressed the use of grading panels with three assessors to increase the validity of the grading, similar to judges at a competition. Mr. Thomas also noted that student reflections are important in the learning process and can document the results of oral questioning and observation. Whereas, Mr. Newman, a facilitator, believes that collaboration with facilitators to create grading requirements increases validity and reduces bias grading (Newman, 2014). Ms. Arguello, also a trainer, prefers the use of student portfolios to keep records of student work samples and documentation of assessments involving oral questioning and observation (Arguello, 2014). Both the instructors and the facilitators expressed the need for using rubrics to grade all students fairly and that the attention to detail when grading using a rubric by observation or oral questioning is very important.
Student portfolios
Collaboration

8. Postsecondary Instructors Training Facilitators
Both
Training Facilitators
Results comparisons
Concepts and knowledge connections
Value of Trails for Development of New Assessment Tools
Adapting assessments
Use to shape instructional design
The participants responded to the following question: What value can be found in the trials (validation) for the development of new assessment tools? The postsecondary instructors stressed the need to compare desired results of a new assessment to the actual results of the trail group. This method paired with ensuring concepts and knowledge gained from instruction are included in the assessment allows for more constructive data results. The facilitators express the need to use trails to adapt assessments in order to accommodate for learners needs. The assessment evaluations are used to easily evaluate the effectiveness of an assessment in order to identify week areas. Both the instructors and the facilitators adapt assessments and edit assessments to provide precise questions with clear expected answers that can only be provided given application of knowledge. The review of these assessments helps to shape the instructional design to prepare students for the assessments through adequate instruction. (Arguello, 2014)(Letch, 2014)(Newman, 2014)(Thomas, 2014)
Learner accommodations
Assessment evaluations

9. Postsecondary Instructors Training Facilitators
Both
Training Facilitators
Dependent on type of assessment
Dependability of assessment
Characteristics of Effective Assessment and Deciding on Type of Assessment Used
Validity
Consistency
The participants responded to the following question: Name several characteristics of an effective assessment tool. How would you decide upon the type of assessment during development? The postsecondary instructors explained that the characteristics of effective assessments depends directly on the type of assessment used because each assessment type offers different strengths of data output. The dependability of the assessment is important because each student deserves an equal opportunity to perform efficiently. The training facilitators explain the need for creating a list of all covered material in order to ensure inclusion of all content on an assessment. The chosen assessment needs to reliably produce data showing mastery or non-mastery of the objectives in the course. Both the instructors and the facilitators stressed the need for the assessments to be consistent and valid regardless of the type of assessment being used. (Arguello, 2014)(Letch, 2014)(Newman, 2014)(Thomas, 2014)
List and cover all taught material
Reliability

10. References
Arguello, H. (2014, March 26). Personal Interview by J Ochoa. Purpose, Development, Implementation, and Analysis of Assessments.
Letch, D. (2014, March 26). Personal Interview by F Ball. Purpose, Development, Implementation, and Analysis of Assessments.
Newman, T. (2014, March 26). Personal Interview by J Oxley. Purpose, Development, Implementation, and Analysis of Assessments.
Thomas, D. (2014, March 26). Personal Interview by A Terrell. Purpose, Development, Implementation, and Analysis of Assessments.
In closure, each individual instructor or trainer has different views on assessments. However, common core elements are present in all instruction. These elements include providing student adequate information, allowing practice of skills, assessment standards validly, and maintaining consistency.