Adult Learner Assessment

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Running head: ADULT LEARNER ASSESSMENT

Adult Learner Assessment
Enter Student Name Here
Capella University
August 26, 2012
ED7712 Classroom Assessment in Education

All students are familiar with assessments. They have been assessed on various levels all through primary and secondary school, and if they attended school afterward they've experienced assessments in postsecondary school as well. Why do we do assessments? Assessments are necessary - they not only tell the instructor how well the students are doing but they also tell the instructor how well they are teaching. But there is much more to assessments than that. Assessments can be “an excellent instructional method to provide understanding of what adults are learning, how they are thinking, what their progress is, and which learning problems to address” (Wlodkowski, 2008). This paper will demonstrate this.

The purpose of this research paper is to demonstrate an assessment of the adult learning of students who are enrolled in IS100 - Introduction to Databases, a course at Two Rivers Community College. This course covers topics that include basic concepts of relational database systems, database architectures, data storage, and data mining. This course utilizes problem-based learning. Problem-based learning is an education strategy that uses problem-solving for optimal learning and is particularly useful in environments such as information technology. The benefits are twofold: students not only acquire knowledge but they also develop problem-solving skills necessary for real world application (Williams, Iglesias & Barak, 2008). Therefore the best type of assessment for this course will include a problem-based learning assessment.

The learners are students who have been allowed to enroll in this course for one of three reasons: (1) it is a required course for the Information Systems major, (2) it is a being taken as an elective for another major, or (3) they are undecided on which major they want to pursue and want to learn more about this aspect of information systems career path. The majority of the students who attend this course are predominately post-adolescent white males who range in ages from 18 to 23 years old and are in their first year at the community college. These students typically complete their associates degree here prior to continuing their education to obtain a bachelor's degree in either Computer Science, Information Systems Management, or Industrial Technology. However, in recent years there have been an increasing number of adult learners who are of mixed nationalities, range between 28 to 35 years old, and are returning to the community college environment due to job loss or a change in career path. These individuals have chosen the community college environment because of the short duration of time to complete a degree as compared to the traditional four year university. Three Learning Outcomes

The overall learning objective of this course is for students to demonstrate a fundamental understanding of database systems. To ensure this, students will be assessed on the following three learning outcomes throughout the course: 1.Unit 1: Students will demonstrate an understanding of the theory, history, and evolution of the relational database. 2.Unit 2: Students will demonstrate an understanding of the fundamentals of good relational database design. 3.Unit 3: Students will demonstrate basic knowledge of data mining and storage. Adult Learner Assessment

The assessment described here will be on assessing students learning after the first unit is covered. The first unit of instruction is designated for an overall view of databases. Topics include relational database theory, the history and evolution of databases, types of database models, database query languages, and an overview of databases in use today. It is imperative that students have a good understanding of this information before moving on...
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