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education. Document analysis also revealed educators' inabilities in developing learning programmes, work schedules and lesson plans. Recording of learner achievement was done against forms of assessment instead of against specific outcomes and their assessment criteria.
Educators should be provided with in-service programmes which can assist them to explore and develop new ideas to make implementation of outcomes- based assessment easy. Continuous professional educator development should be put in place to assist the educators to cope with new changes of the curriculum. Educators should be given clear content to teach their learners. Guidelines for designing learning and assessment activities should be developed. Educators should be developed on how to assess and record learners' achievement of particular specific outcomes and the assessment criteria. Given the inadequate training, lack of appropriate teaching and learner support materials and the complexity of outcomes-based assessment, it would be useful to investigate the skills, knowledge and values that learners acquire when using outcomes-based assessment approach.
The Experiences of Adult Learning Centre Educators in Implementing Outcomes-Based Assessment 177