California Model Program Standards for Adult Basic Education

ABE StudentThe California Model Program Standards for Adult Basic Education, provides programmatic, curricular, instructional, and assessment standards for ABE programs. As a teacher, you will be most interested in the instructional and assessment standards. Below are two lists of the instructional standards and selected assessment standards. These lists, excerpted from Model Program Standards for Adult Basic Education, California Department of Education (1996), provide general guidelines for teaching and evaluating your students.

Instructional Standards

  1. Instructional activities focus on the acquisition of basic literacy, work readiness, and the lifelong learning skills necessary for learners to function in work, school, or other situations.
  2. Instruction provides learners with appropriate course and lesson objectives and the criteria on which the learners will be assessed.
  3. Instructors use bias-free activities, materials, and examples that are appropriate for adults.
  4. A variety of grouping strategies (whole group, small group, pair work, individual work) are used to facilitate learner-centered instruction.
  5. Instructional activities are varied to address different learning styles. Activities involve a variety of learning modalities, such as aural, oral, visual, and kinesthetic/tactile.
  6. Instructional activities develop an awareness of learners' diversity to promote social integration and cooperation.
  7. Instructional activities provide opportunities for learners to develop their higher-level thought processes: analysis, synthesis, and evaluation.
  8. The instructional process encourages learners to take an active role in learning activities and to apply critical thinking skills to solve problems in their lives.
  9. Instructional methodology accommodates learners making the transition from ESL programs.

Standards for Learner Assessment

  1. Recommended placement in an ABE program is determined by various assessment measures that are appropriate for the learner being served.
  2. Various techniques that allow for diverse learning styles and preferences are used to measure learners' progress and competency.
  3. Using a variety of formal and informal assessments, instructors continually monitor learners' progress toward the objectives identified in the course outline.
  4. Assessment for certification in mathematics and language arts measures the learners' attainment of the advanced developmental skills level. Multiple measures are used to determine learners' competencies.
  5. Learners' success is measured by demonstration of competency, not by program seat time.

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