EDUC 403/603
Core Competency Self-Diagnostic Assessment
Rate yourself on the following competencies associated with being a Learning
Facilitator in an Adult Education setting:
A. Conceptual and Theoretical Framework of Adult Learning
1. Ability to describe and apply modern concepts and research findings
regarding the needs, interests, motivations, capacities, and developmental
characteristics of adult learners.
____________________________________________________________
0 1 2 3 4 5
2. Ability to describe the differences in assumptions about youths and adults
as learners and the implications of these differences for teaching.
____________________________________________________________
0 1 2 3 4 5
3. Ability to assess the effects of forces impinging on learners from the larger
environment (groups, organizations, cultures) and manipulate them
constructively.
____________________________________________________________
0 1 2 3 4 5
4. Ability to describe the various theories of learning and assess their
relevance to particular adult learning situations.
____________________________________________________________
0 1 2 3 4 5
5. Ability to conceptualize and explain the role of teacher as facilitator and
resource person for self-directed learners.
____________________________________________________________
0 1 2 3 4 5
B. Designing and Implementing of Learning Experiences
1. Ability to describe the difference between a content plan and a process
design.
___________________________________________________________
0 1 2 3 4 5
2. Ability to design learning experiences for accomplishing a variety of
purposes that take into account individual differences among learners.
__________________________________________________________
0 1 2 3 4 5
3. Ability to engineer a physical and psychological climate of mutual respect,
trust, openness, supportiveness, and safety.
___________________________________________________________
0 1 2 3 4 5
4. Ability to establish a warm, empathic, facilitative relationship with learners
of all sorts.
____________________________________________________________
0 1 2 3 4 5
5. Ability to engage learners responsibly for self-diagnosis of needs for
learning.
____________________________________________________________
0 1 2 3 4 5
6. Ability to engage learners in formulating objectives that are meaningful to
them.
____________________________________________________________
0 1 2 3 4 5
7. Ability to involve learners in the planning, conducting, and evaluating of
learning activities appropriately.
____________________________________________________________
0 1 2 3 4 5
C. Helping Learners Become Self-Learning
1. Ability to explain the conceptual difference between didactic instruction
and self-directed learning.
____________________________________________________________
0 1 2 3 4 5
2. Ability to design and conduct one-hour, three-hour, one-day, and three-
day learning experiences to develop the skills of self-directed learning.
____________________________________________________________
0 1 2 3 4 5
3. Ability to model the role of self-directed learning in your own behavior.
____________________________________________________________
0 1 2 3 4 5
D. Selection of Methods, Techniques, and Materials
1. Ability to describe the range of methods or formats for organizing learning
experiences.
____________________________________________________________
0 1 2 3 4 5
2. Ability to describe the range of techniques available for facilitating
learning.
____________________________________________________________
0 1 2 3 4 5
3. Ability to identify the range of materials available as resources for learning.
____________________________________________________________
0 1 2 3 4 5
4. Ability to provide a rationale for selecting a particular method, technique,
or material for achieving particular educational objectives.
____________________________________________________________
0 1 2 3 4 5
5. Ability to evaluate various methods, techniques, and materials as to their
effectiveness in achieving particular educational objectives.
____________________________________________________________
0 1 2 3 4 5
6. Ability to develop and manage procedures for the construction of models
of competency.
____________________________________________________________
0 1 2 3 4 5
7. Ability to construct and use tools and procedures for assessing
competency-development needs.
____________________________________________________________
0 1 2 3 4 5
8. Ability to use a wide variety of presentation methods effectively.
____________________________________________________________
0 1 2 3 4 5
9. Ability to use a wide variety of experiential and simulation methods
effectively.
____________________________________________________________
0 1 2 3 4 5
10. Ability to use audience-participation methods effectively.
____________________________________________________________
0 1 2 3 4 5
11. Ability to use group dynamics and small-group discussion techniques
effectively.
____________________________________________________________
0 1 2 3 4 5
12. Ability to invent new techniques to fit new situations.
____________________________________________________________
0 1 2 3 4 5
13. Ability to evaluate learning outcomes and processes and select or
construct appropriate instruments and procedures for this purpose.
____________________________________________________________
0 1 2 3 4 5
14. Ability to confront new situations with confidence and a high tolerance for
ambiguity.
____________________________________________________________
0 1 2 3 4 5
Likert Scale Rating:
0 = Absent
1 = Low awareness
2 = Moderate (conceptual understanding)
3 = Moderate (conceptual understanding)
4 = Moderate (conceptual understanding)
5 = High (expert)
