[AAACE-NLA] Balancing Learner-centered Approaches with Demand for Program Accountability - an International Perspective

[David Rosen]

Hello Linda -- and others,

On Apr 21, 2008, at 9:16 AM, Linda Hoover wrote:

> Thanks for sharing this interesting information.  Could you direct  
> me to
> the U.S. study on age related learner outcomes for literacy skills and
> reading practices?


Reder, S. (in press).  The development of literacy and numeracy in  
adult life.  In S. Reder & J. Bynner (Eds.), Tracking adult literacy  
and numeracy: Findings from longitudinal research.  New York and  
London: Routledge.

All the best,

David

David J. Rosen
djrosen at theworld.com


>
> -----Original Message-----
> From: aaace-nla-bounces at lists.literacytent.org
> [mailto:aaace-nla-bounces at lists.literacytent.org] On Behalf Of David
> Rosen
> Sent: Friday, April 18, 2008 5:03 PM
> To: National Literacy Advocacy List sponsored by AAACE
> Subject: [AAACE-NLA] Balancing Learner-centered Approaches with Demand
> forProgram Accountability - an International Perspective
>
> Colleagues,
>
> In February I had the pleasure of chairing a policy discussion at an
> Organisation for Economic Co-operation Development (OECD) conference
> in Paris. The topic was balancing learner-centered approaches with
> demands for program accountability. Although the discussion only took
> place for an hour or so, there were several interesting points made,
> several of which apply to our work in the U.S. You can read the two-
> page report of this discussion at
>
> http://www.oecd.org/dataoecd/21/62/40166298.pdf
>
> I would be interested to hear your reactions, especially to these
> ideas about what programs should be accountable for:
>
> * "Different accountability measures are needed for different types
> of learners. For example, research on a US adult learning programme
> revealed that learners under 30 improved their literacy skills.
> However, learners over 30 did not improve their  reading skills, but
> they did improve their reading practices (i.e. effectively applying
> literacy skills). This example illustrates that a single measure
> (e.g. qualification test measuring changes in reading skills)"
>
> * "A number of participants argued that given the labour and cost
> intensive nature of monitoring programme performance, measurements
> should be based on samples. One of the workshop participants
> suggested that accountability requirements should also be balanced
> with consideration of the efficient use of resources."
>
> * "There was general agreement on the need to follow-up learners
> rather than just assessing immediate outcomes. In some cases the
> positive impact on a person's income can be observed only a few years
> later. Many participants agreed on the need of using samples when
> following-up learners and evaluating programmes."
>
>
> David J. Rosen
> DJRosen at theworld.com
>