Karen J. Viechnicki’s research while affiliated with Kent State University and other places

In a survey of 289 adult continuing education students (90 percent response), subjects rated items related to attention, relevance, confidence, and satisfaction as motivating factors. Findings suggest that adult instruction should stimulate curiosity, be immediately useful, address expectations, be low risk, and allow practice of new knowledge and skills. (SK)

The purpose of this article is to examine the creation of a portfolio assessment model based on qualitative research principles. Four assumptions provide the scaffolding for working with portfolios in the classroom: designing authentic learning opportunities; interaction of assessment, curriculum, and instruction; multiple criteria derived from multiple sources; and systematic teacher preparation. In addition, we examine the qualitative research procedures which were embedded in the development of the Early Assessment for Exceptional Potential (EAEP) model and provide support for meeting the standards of credibility, transferability, dependability, and confirmability of the research design (Guba & Lincoln, 1981).

The purpose of this article is to document the current practice of using portfolios as a tool for assessing students' mathematics learning. Literature related to the assessment of mathematics through portfolios is limited to information generated from a few large-scale and a scattered number of Classroom assessment projects. These reports provide weak support for claims that mathematics portfolio assessments enhance student learning and promote effective communication among teachers, students, and parents. There is a need to establish a strong rationale for selecting a portfolio as a means to assess mathematics. This article offers practitioners and researchers an opportunity to explore the validity of claims and identify factors that confound existing research activities.

This article provides educators and instructional designers with a prescriptive model for the instructional motivation of adults. Adult learning theory has been integrated with John Keller's instructional motivation model to develop two motivational needs-assessment instruments. Results of research eliciting adults' perceptions of their motivational needs were analyzed. These results show that specific instructional strategies are perceived to be important for the motivation of adult learners. A prescriptive model for the instructional motivation of adult learners is presented. This model provides an important step in the integration of adult learning theory into the design of motivational instruction for adult learners.