Assessment Essentials: What Educators Need to Know

 

 

Assessment is integral to teaching and learning. It is an essential component of education that helps educators, students, and administrators understand the effectiveness of teaching and learning. Assessment results provide information about adult learners’ strengths and weaknesses, areas needing improvement, and learners’ achievements related to learning objectives and standards. When done well, the assessment also provides information about teaching effectiveness, the relevance of instruction to learners, and what should be modified for future instruction (Hill, 2020). In all settings, assessment is not an empty exercise. Still, it provides valuable information about what adult learners know, what they are learning, and what needs to happen next to facilitate continued learning (Hill, 2020).

 

Purposes of Assessment

Assessment has several interrelated purposes: identifying and communicating learning goals and outcomes, helping students achieve these goals through activities that promote active, engaged learning, and analyzing, reporting, and reflecting on results that lead to continued improvement. Information gained from assessments can be used to inform learners of how well they are doing and what learning strategies they could use to facilitate improvement. At the same time, instructors can learn from assessments to identify ways that their lessons can be improved to meet the needs of their students better.

 

Principles of Assessment

Principles of assessment articulated by people recognized for their expertise include (Hutchings et al., 2012):

1. Assessment works best when educators understand adult learning as multidimensional, integrated with daily life and work, and revealed in performance over time.
2. Assessment functions best when programs have well-defined, explicit objectives.
3. Assessment requires consideration of desired outcomes and learning experiences that lead to the outcomes.
4. Assessment is most effective when it occurs regularly rather than sporadically.
5. Assessment makes a difference when it starts with practical concerns and sheds light on issues that matter to adult learners.
6. Assessment is more apt to foster improvement when integrated with societal and workplace conditions promoting change.

 

Assessment Planning

Figure 1 contains an Assessment Planning Cycle that integrates instructional lessons and assessments. It represents an iterative process used consistently to promote effective teaching and learning.

 

Figure 1: The Assessment Planning Cycle

 

 

Both instructional lessons and assessments should be aligned with learning objectives. That means that planning instruction and assessments should be conducted simultaneously.

 

1. Align Lesson Objectives with Digital Literacy Competencies

• Define clear and measurable learning objectives for the lesson.
• The learning activities and outcomes should be directly tied to enhancing students' digital skills.

 

2. Incorporate Digital Literacy Skills and Assessments into Lesson

• Design lesson plans that explicitly incorporate digital literacy skills.
• Select appropriate technologies, digital tools, and online resources.
• Identify learning assessments linked to digital literacy competencies.

 

3. Implement Lesson

• Facilitate activities that encourage the use of digital skills.
• Provide opportunities to practice these skills in a real-world context.

 

4. Assess Learners' Proficiency Toward Competencies

• Assess students' proficiency in the targeted digital literacy competencies.
• Use formal tests and assignments for observations and self-assessments.

 

5. Link Learner Competency to Job Placement

• Link the acquired digital literacy competencies to potential job placements or career paths.
• Verify that the curriculum is aligned with industry standards.

 

By following these steps, educators can create a structured and effective teaching and learning process that supports student growth and achievement of digital literacy skills. Each step builds upon the previous one, leading to a comprehensive cycle of instruction, assessment, and feedback that promotes adult learning.

 

References

Hill, L. H. (Ed.) (2020). Assessment, evaluation, and accountability in adult education. Stylus.

Hutchings, P., Ewell, P., & Banta, T. (2012). AAHE principles of good practice. Aging nicely. National Institute for Learning Outcomes Assessment. Available https://www.learningoutcomesassessment.org/wp-content/uploads/2019/08/Viewpoint-Hutchings-EwellBanta.pdf

Reskilling and Upskilling: Adapting to Changing Workplace Responsibilities

By Lilian H. Hill 

The digital revolution is changing how we work, consume, communicate, and access information, goods, and services. The digital revolution has imposed new business models, new payment methods, and new ways of buying, finding information, communicating, and relating. Hall (2023) indicates that as “technologies and organizational requirements evolve, in-demand skills will do the same” (para. 1). The World Economic Forum indicates that the Fourth Industrial Revolution is “creating demand for millions of new jobs, with vast opportunities for fulfilling people’s aspirations and potential. Yet, at present, the dominant trend and narrative remains one of unequal opportunity, job displacement and widening inequality. In the job market, half the global labour force might need reskilling by 2025” (2023, para. 4).

The Future of Jobs report (World Economic Forum, 2023) estimates that:

• 23% of jobs are expected to change by 2027, with 69 million new jobs created and 83 million eliminated.
• Over two-thirds of skills considered important in today’s job requirements will change five years from now.
• A third of the essential skills in 2025 will consist of technological competencies not yet considered crucial to today's job requirements.
• Among the 10 fastest-growing jobs, these include AI and machine learning specialists, information security analysts, data analytics and scientists, and digital transformational specialists.
• Among the 10 rapidly declining jobs include bank tellers, data entry clerks, cashiers, and material reporting and inventory managers.  

 

Jobs that are growing the fastest did not exist in the past, while demand for familiar clerical roles is declining because that type of role will be replaced by digital technologies and artificial intelligence. According to Li (2022), “These new jobs are more adapted to the new division of labor between humans, machines, and algorithms” (p. 10). He concludes that “nearly every job will change, and the overwhelming majority of today’s employees will need to learn new skills” (p. 11). The result of the rapid transformation of business is that many industries, such as technology, data analysis, cybersecurity, and healthcare, are contending with skills shortages in critical areas.

 

Reskilling and Upskilling

 

Reskilling and upskilling for digital work environments have become increasingly crucial as technology reshapes industries and job requirements. Workforce training initiatives will help to address skills gaps by providing individuals with the training and education necessary to fill high-demand roles and support industry growth. 

 

 

Reskilling involves learning new skills or acquiring knowledge in a different field or industry to transition into a new job role or career path. It typically occurs when individuals need to pivot their careers due to changes in the job market, technological advancements, or shifts in industry demand. Reskilling allows individuals to leverage their existing skills while developing new competencies that align with emerging opportunities and market demands.

 

 

 

Upskilling refers to the process of acquiring new skills or enhancing existing skills to perform better in one's current job role or to prepare for advancement within the same field or industry. It involves gaining additional knowledge, competencies, or certifications related to one's profession or area of expertise. Upskilling enables individuals to stay relevant in their roles and adapt to changes in technology, industry trends, and job requirements.

 

 

Need for Reskilling and Upskilling

Many industries face skill shortages in data analysis, cybersecurity, programming, and digital marketing. Reskilling and upskilling programs help bridge these skill gaps by providing workers with the necessary knowledge and expertise to succeed in today's dynamic and rapidly evolving work environment.

Factors prompting the need for reskilling and upskilling include:

• Rapid Technological Advancement: Technology is evolving at an unprecedented pace, leading to the emergence of new tools, platforms, and systems. Reskilling and upskilling are necessary for individuals to keep up with these advancements and remain competitive in the job market.
• Changing Job Requirements: Automation and artificial intelligence are replacing or augmenting many traditional jobs. Reskilling and upskilling enable workers to adapt to changing job roles and requirements, ensuring continued relevance.
• Globalization and Digitalization of Work: The digital age has transformed how we work, with many tasks now being conducted remotely and collaboratively across borders. Digital literacy skills are essential for effectively navigating this globalized and digitalized work environment.
• Promoting Innovation and Creativity: Digital literacy skills enable individuals to explore new ideas, experiment with different technologies, and innovate in their respective fields. Reskilling and upskilling foster a culture of creativity and innovation within organizations.
• Future-Proofing Careers: In a rapidly changing job market, individuals need to future-proof their careers by continuously updating their skills and knowledge. Reskilling and upskilling ensure that workers remain adaptable and resilient in the face of technological disruptions and economic changes.

Responsibility for Reskilling and Upskilling

The responsibility for reskilling and upskilling in the context of digital literacy can be shared between employers and employees, and it often depends on the specific circumstances and dynamics of the organization. Many employers recognize the importance of having a digitally literate workforce and investing in training programs to upskill and reskill their employees.

Employers can provide access to online courses, workshops, seminars, and other resources aimed at enhancing digital literacy skills. They can also create a supportive environment that encourages employees to continuously learn and develop their digital skills.

 

Employees should take ownership of their professional development and actively seek opportunities to improve their digital literacy skills. They can proactively identify areas where they need to reskill or upskill and take advantage of available resources to acquire new knowledge and abilities. Employees can also seek feedback from supervisors and colleagues to gauge their proficiency in digital literacy and identify areas for improvement.

 

Ideally, employers and employees should collaborate to promote reskilling and upskilling in digital literacy. Employers can provide employees with the necessary resources, support, and incentives to enhance their digital skills. Employees, in turn, should demonstrate a commitment to lifelong learning and actively engage in opportunities to develop their digital literacy capabilities. Ultimately, both employers and employees benefit from a proficient workforce in digital literacy, as it enhances productivity, innovation, and competitiveness in today's digital economy.

Overall, reskilling and upskilling in the digital age are essential for individuals and organizations to thrive in an increasingly digital and interconnected world. By investing in continuous learning and professional development, individuals can unlock new opportunities and contribute to advancing their careers and industries.

 

Education for the Future of Work

Failure to address workers' educational needs will lead to millions of displaced workers and business entities being hampered by a lack of suitably prepared employees. Obstacles to creating reskilling and upskilling education include business leaders who lack vision or the skills to address workforce training needs and individuals who are unwilling to change because they do not understand the need or are fearful of learning new skills.

 

To prepare workers for Industry 4.0, Li (2022) proposed a collaborative educational ecosystem that would engage early childhood education, K-12 education, technical and vocational education, higher education, continuing education, workplace training, and nontraditional learning options, including self-study, certification programs, and seminars or conferences. To execute this initiative, unprecedented cooperation among business, education, government, and policy makers will be required.

 

 

References

Hall, J. (2023, February 24). Why Upskilling and Reskilling Are Essential In 2023. Forbes. Available https://www.forbes.com/sites/johnhall/2023/02/24/why-upskilling-and-reskilling-are-essential-in-2023/?sh=7fddaf7e4088

Li. L. (2022). Reskilling and Upskilling the Future‑ready Workforce for Industry 4.0 and Beyond. Information System Frontiers, https://doi.org/10.1007/s10796-022-10308-y

World Economic Forum (2023, May). The Future of Jobs Report 2023. Available https://www3.weforum.org/docs/WEF_Future_of_Jobs_2023.pdf

World Economic Forum (n.d.). Reskilling Revolution. Available https://initiatives.weforum.org/reskilling-revolution/home

Creating Lesson Plans for Digital Literacy Instruction

 

Digital literacy is a foundational skill set crucial for adult learners to thrive in today's digital-driven workplace. Teaching digital literacy is challenging because it encompasses a wide variety of competencies and skills essential for navigating today's interconnected society.

Digital literacy extends far beyond basic computer proficiency and requires individuals to:

• acquire a detailed understanding of information retrieval, evaluation, and synthesis in online environments
• harness various digital tools and technologies effectively for communication, collaboration, and problem-solving across diverse contexts
• use critical thinking to distinguish credible sources from misinformation and fake news on digital platforms
• cultivate cybersecurity awareness to safeguard personal data and privacy due to the proliferation of cyber threats.

This blog post describes the Integrating Digital Literacy into Lesson Plan Model (Figure 1) and provides a sample lesson. By following a structured approach, people teaching adult learners can enable them to develop the essential skills needed to navigate the digital workplace. 

Figure 1. Integrating Digital Literacy Into Lesson Plans Model

1. Identify Core Digital Competencies

Choose a digital literacy framework that clearly specifies digital literacy competencies and that describes specific skills for each competency. There are many frameworks to choose from including Digital Competence Framework for Citizens, Digital Literacy Framework for Adult Learners, College and Career Readiness for Adult Education, and UNESCO’s Digital Literacy Global Framework. Using a digital competence framework will support you in using a structured approach to understanding digital skills and how they can empower adult learners to navigate the digital world with confidence.

2. Define and Map Workplace Skills Competency Areas

Identify competencies within the chosen framework, including basic computer operations, internet navigation, email communication, online safety, and digital document management. Then, explore the relevance of each competency for the workplace and identify how mastering these skills can support your learners’ personal and professional growth.

3. Develop Lesson Plans and Instructional Strategies

Break down common digital tasks into simple step-by-step instructions tailored to adult learners' comprehension levels. Decide how to demonstrate how tasks are performed such as turning on/off a computer, navigating websites, conducting online searches, creating and sending emails, downloading files, and recognizing online scams and threats. Provide ample opportunities for guided practice and reinforcement to ensure mastery of essential digital skills.

4. Implement Lesson Plans and Strategies

Now that you have planned your lessons and instructional strategies, it is time to implement them with your learners. That involves explaining the objectives to your learners, having the needed technologies and handouts ready, employing the activities, and conducting assessments of your learners’ progress. Make sure that you have determined what technology and resources you need to implement the lessons ahead of time.

5. Evaluate Lessons and Update Curriculum

Once you have implemented your lessons plans, you need to evaluate how well they worked and if necessary, update the lessons for the next time you teach the lessons.

Using the Model to Develop Lessons

Using this model, lessons for digital literacy competencies can be developed. For example, in the Maryland Digital Literacy Framework for Adult Learners 7 categories of competencies are explicated: Technical, Civic, Communicative, Collaborative, Computational Thinking, Investigative, and Productive. Each of the competence areas contain specific competencies which you can review in the framework.

Sample Lessons

We used the Maryland Digital Literacy Framework for Adult Learners to identify specific competency areas a person would need for an occupation. We present three lessons below that explain digital literacy skills a food service worker would be expected to use on the job. Each lesson contains objectives, required material and technology resources, specific activities, and assessment methods. 

 

Step 1. We begin with step 1 of the model: Identify core competencies from a digital literacy framework. We are using the Maryland Digital Literacy Framework for Adult Learners (Figure 2).  

Figure 2. Maryland Digital Literacy Framework for Adult Learners

Step 2. In step 2, we identified core competencies a food service workers would use and matched them with four of the framework’s digital literacy competencies: technical, communicative, computational, and productive.

Technical

• Use digital ordering systems or meal management software to process meal orders.
• Access digital inventory systems to track food supplies, manage stock levels, and order supplies as needed.

Communicative

• Use email to communicate with wait staff regarding meal preparation, delivery schedules, and special requests.
  

Computational Thinking

• Utilize handheld devices or tablets to receive and acknowledge meal orders

Productive

• Create and curate new menu items in digital format.

Step 3. We develop lesson plans and instructional strategies. The lessons contain: (1) an objective, (2) required materials and technologies, (3) four activities including an introduction, hands-on tutorial, practical exercise, and a review, and (4) an assessment activity. Below are examples of three lesson plans.

LESSON PLAN 1: Using Digital Ordering Systems or Meal Management Software.

 

Objective: Process patient meal orders and manage dietary restrictions using digital ordering systems or meal management software.

 

Materials Needed: Access to a digital ordering system or meal management software, computers/tablets.

 

Activities:

• Introduction to Digital Ordering Systems: Overview of the chosen system, highlighting its importance in ensuring dietary needs are met accurately and efficiently.
• Hands-on Tutorial: Walkthrough of the software interface, focusing on how to enter, modify, and confirm meal orders. Include practice on entering dietary restrictions/preferences.
• Practical Exercise: Enter mock orders into the system, ensuring to note any dietary restrictions.
• Review and Q&A: Discuss common scenarios/issues that might arise and how to address them using the system. Encourage questions and share troubleshooting tips.

Assessment: Practical test to correctly process a series of meal orders within a set timeframe.

 

LESSON PLAN 2: Accessing Digital Inventory Systems.

Objective: Use digital inventory systems to track food supplies, manage stock levels, and order supplies.

Materials Needed: Access to a digital inventory system, computers/ tablets, and inventory management guidelines.

Activities:

• Overview of Inventory Systems: Explain the system's features and role in efficient kitchen management.
• Interactive Demonstration: Show how to check stock levels, update inventory after deliveries, and input data related to usage.
• Simulation Exercise: Simulate a week's inventory management, including responding to low-stock alerts and deciding when to reorder supplies.
• Group Discussion: Strategies for minimizing waste and ensuring accuracy in stock management.

Assessment: Complete a mock inventory check and create an order for supplies based on given scenarios. 

LESSON PLAN 3: Utilizing Email or Internal Communication Platforms. 

Objective: Use email to coordinate with kitchen staff regarding meal preparations, delivery schedules, and special requests.

Materials Needed: Access to email, guidelines for professional communication, and sample communication scenarios.

 

Activities:

• Communication Best Practices: Overview of effective digital communication, including clarity, tone, and urgency.
• Platform Walkthrough: Introduce email features, focusing on creating messages, attaching files, and using communication threads or channels.
• Role-playing Exercise: Participate in an email scenario to resolve a communication challenge, such as a last-minute meal change.
• Feedback Session: Share experiences and discuss the importance of timely and clear communication in the kitchen environment.

Assessment: Draft an email responding to a hypothetical situation that requires coordination with kitchen staff, demonstrating clarity, professionalism, and adherence to communication guidelines.

Step 4. This step involves implementing the planned lessons. You will gather the technology resources and materials you need, and use the instructional strategies and assessments planned.

 

Step 5. This step requires evaluating and updating the curriculum. You always learn something when you teach and you can use this information to improve the lessons and curriculum you planned. This process is iterative so that you are always reviewing and updating the lessons and curriculum.

 

References

Conceição, S. C. O., & Hill, L. H. (2024). Digital Literacy Skills for ABE/GED Learners' Entry and Participation in the Workplace. Webinar.

Dweck, C. S. (2007). Mindset: The new psychology of success. Ballantine Books.

Law, N. W. Y., Woo, D. J., de la Torre, J., & Wong, K. W. G. (2018). A global framework of reference on digital literacy skills for indicator 4.4. 2. Available https://uis.unesco.org/sites/default/files/documents/ip51-global-framework-reference-digital-literacy-skills-2018-en.pdf

Maryland Department of Labor’s Adult Education. (2021). Digital Literacy Framework for Adult Learners. http://labor.maryland.gov/employment/dwdalfederalprogramfunding.shtml

Pimentel, S. (2013). College and Career Readiness for Adult Education. Available https://lincs.ed.gov/publications/pdf/CCRStandardsAdultEd.pdf

Promoting Digital Literacy for Adult Learners: A Resource Guide. (2022). https://www.barbarabush.org/wp-content/uploads/2022/04/Digital-Literacy-Resource-Guide-for-Adult-Learners-.pdf

VuorikariRina, R., Kluzer, S., & Punie, Y. (2022). DigComp 2.2: The Digital Competence Framework for Citizens-With new examples of knowledge, skills and attitudes (No. JRC128415). Joint Research Centre (Seville site).