The Role Of Assessment And Objectives In Adult Learning

The Role Of Assessment And Objectives In Adult Learning Theo

Explain the role of assessment and objectives in adult learning theory. Analyze Bloom’s Revised Taxonomy verbs. Based on the readings, do you think assessments should drive objectives; or, should objectives drive assessments? Relate your response to the learning theories presented this week.

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Adult learning theory emphasizes the importance of clearly defined objectives and assessment strategies that align with the learning process. Objectives serve as the foundation for guiding instruction and providing learners with a clear understanding of expected outcomes. In adult education, the role of objectives is crucial because adults have diverse backgrounds and motivations; well-crafted objectives help tailor learning experiences to meet these varied needs. Assessment, on the other hand, functions as a tool to evaluate whether learners have achieved the set objectives, offering feedback for both learners and educators.

Bloom’s Revised Taxonomy, which categorizes cognitive skills from lower to higher levels, is instrumental in designing effective learning objectives and assessments. The verbs associated with each level—such as "remember," "understand," "apply," "analyze," "evaluate," and "create"—provide concrete actions that guide both objective formulation and assessment design (Anderson & Krathwohl, 2001). For instance, an objective might specify that learners will "analyze" a case study, while assessments might include essays or projects that require high-level thinking. Utilizing these verbs ensures that objectives are measurable and assessments accurately reflect the depth of understanding aimed for in adult learning.

Debate exists over whether assessments should drive objectives or vice versa. Traditional instructional models suggest that objectives should be established first, guiding the development of assessments to measure achievement. This aligns with backward design principles where learning outcomes inform assessment criteria (Wiggins & McTighe, 2005). Conversely, some argue that assessments can inspire the refinement of objectives, especially in adaptive learning environments where ongoing feedback influences instruction (Black & Wiliam, 1998). In adult learning theory, where self-directed and experiential learning are prominent, a dynamic approach—where assessments and objectives inform each other—is often optimal.

Relating this to learning theories such as andragogy, it is evident that adult learners benefit from clear objectives that connect to their intrinsic motivations and real-world application. According to Knowles (1980), adults are goal-oriented learners who prefer transparent objectives to direct their learning efforts. Therefore, aligning assessments with objectives ensures that adult learners can self-assess and recognize their progress, fostering motivation and engagement.

In conclusion, both objectives and assessments hold pivotal roles in adult learning. While objectives provide clarity and focus, assessments serve as measures of achievement and feedback mechanisms. An integrated approach—where objectives guide assessments, and assessment results inform the refinement of objectives—aligns best with adult learning theory, facilitating meaningful and effective learning experiences.

References

• Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. Longman.
• Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7-74.
• Knowles, M. S. (1980). The modern practice of adult education: From pedagogy to andragogy. Cambridge Adult Education.
• Wiggins, G., & McTighe, J. (2005). Understanding by Design. ASCD.