Contested Ground: Performance Accountability in Adult Basic Education. NCSALL Reports #1. Research Briefs.
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| Title: | Contested Ground: Performance Accountability in Adult Basic Education. NCSALL Reports #1. Research Briefs. |
|---|---|
| Language: | English |
| Authors: | Merrifield, Juliet, National Center for the Study of Adult Learning and Literacy, Boston, MA. |
| Peer Reviewed: | N |
| Page Count: | 5 |
| Publication Date: | 1998 |
| Sponsoring Agency: | Office of Educational Research and Improvement (ED), Washington, DC. |
| Contract Number: | R309B60002 |
| Document Type: | Reports - Descriptive |
| Descriptors: | Accountability, Adult Basic Education, Evaluation Criteria, Evaluation Methods, Outcomes of Education, Performance Based Assessment, Program Evaluation, Test Construction |
| Geographic Terms: | U.S.; Massachusetts |
| Abstract: | This brief suggests that performance accountability offers the chance to refocus on what learners accomplish by participating in adult basic education (ABE) and to reorient every aspect of the system to achieve the best results. The 1966 Adult Education Act provides little guidance in developing performance accountability. Recent research describes literacy as multiple "literacies" rooted in particular social contexts. This change in definition shifts the focus even further from abstract skills to real-life practices. This conceptual change requires a revision of what performance means. Other issues include the following: definition of the purpose of literacy, accountability, fragmentary data on performance, and measurement tools that can collect more reliable accountability data. New initiatives are addressing performance accountability: the National Institute for Literacy's Equipped for the Future project, National Outcomes Reporting System, and other state and national level initiatives. Over the last few years, many states have been focusing on building capacity for program delivery. High performance or "learning organizations" from the business world may prove useful models for ABE. Four principles would enable the field to perform effectively and be held accountable for performance: agree on performances, develop mutual accountability relationships, build capacity to perform and be accountable, and create new tools to measure performance. This framework for future policy provides guidelines for future action. (YLB) |
| Notes: | For the full report, see ED 423 450. |
| Journal Code: | RIEJUL1999 |
| Entry Date: | 1999 |
| Accession Number: | ED427240 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED427240 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Items | – Name: Title Label: Title Group: Ti Data: Contested Ground: Performance Accountability in Adult Basic Education. NCSALL Reports #1. Research Briefs. – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Merrifield%2C+Juliet%22">Merrifield, Juliet</searchLink><br /><searchLink fieldCode="AR" term="%22National+Center+for+the+Study+of+Adult+Learning+and+Literacy%2C+Boston%2C+MA%2E%22">National Center for the Study of Adult Learning and Literacy, Boston, MA.</searchLink> – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: N – Name: Pages Label: Page Count Group: Src Data: 5 – Name: DatePubCY Label: Publication Date Group: Date Data: 1998 – Name: SourceSuprt Label: Sponsoring Agency Group: SrcSuprt Data: Office of Educational Research and Improvement (ED), Washington, DC. – Name: NumberContract Label: Contract Number Group: NumCntrct Data: R309B60002 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Reports - Descriptive – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Accountability%22">Accountability</searchLink><br /><searchLink fieldCode="DE" term="%22Adult+Basic+Education%22">Adult Basic Education</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+Criteria%22">Evaluation Criteria</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+Methods%22">Evaluation Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Performance+Based+Assessment%22">Performance Based Assessment</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Evaluation%22">Program Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Construction%22">Test Construction</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22U%2ES%2E%3B+Massachusetts%22">U.S.; Massachusetts</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This brief suggests that performance accountability offers the chance to refocus on what learners accomplish by participating in adult basic education (ABE) and to reorient every aspect of the system to achieve the best results. The 1966 Adult Education Act provides little guidance in developing performance accountability. Recent research describes literacy as multiple "literacies" rooted in particular social contexts. This change in definition shifts the focus even further from abstract skills to real-life practices. This conceptual change requires a revision of what performance means. Other issues include the following: definition of the purpose of literacy, accountability, fragmentary data on performance, and measurement tools that can collect more reliable accountability data. New initiatives are addressing performance accountability: the National Institute for Literacy's Equipped for the Future project, National Outcomes Reporting System, and other state and national level initiatives. Over the last few years, many states have been focusing on building capacity for program delivery. High performance or "learning organizations" from the business world may prove useful models for ABE. Four principles would enable the field to perform effectively and be held accountable for performance: agree on performances, develop mutual accountability relationships, build capacity to perform and be accountable, and create new tools to measure performance. This framework for future policy provides guidelines for future action. (YLB) – Name: Note Label: Notes Group: Note Data: For the full report, see ED 423 450. – Name: CodeSource Label: Journal Code Group: SrcInfo Data: <searchLink fieldCode="JC" term="%22RIEJUL1999%22">RIEJUL1999</searchLink> – Name: DateEntry Label: Entry Date Group: Date Data: 1999 – Name: AN Label: Accession Number Group: ID Data: ED427240 |
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| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 5 Subjects: – SubjectFull: Accountability Type: general – SubjectFull: Adult Basic Education Type: general – SubjectFull: Evaluation Criteria Type: general – SubjectFull: Evaluation Methods Type: general – SubjectFull: Outcomes of Education Type: general – SubjectFull: Performance Based Assessment Type: general – SubjectFull: Program Evaluation Type: general – SubjectFull: Test Construction Type: general – SubjectFull: U.S.; Massachusetts Type: general Titles: – TitleFull: Contested Ground: Performance Accountability in Adult Basic Education. NCSALL Reports #1. Research Briefs. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: National Center for the Study of Adult Learning and Literacy, Boston, MA. – PersonEntity: Name: NameFull: Merrifield, Juliet IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 08 Type: published Y: 1998 |
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