In my Master's program rubrics were also used to allow students to see what exactly they need to do to get a certain grade so they could decide how much effort they wanted to put into it based on the time they had with all their other work and family responsibilities. I'm honestly not sure how value added assessments can be useful.

Subjective assessments are going to be more labor intensive, but the using a rubric would help mitigate that fact. I didn't know that was another use of a rubric. 

At the beginning of my program, we do a diagnostic assessment in the two areas: computer literacy and the pre-release program. We call these "pre-tests." At the end is a summative assessment which we call a post-test, but only on the pre-release program. The only thing we do not do is adjust he program based on the scores. They are essentially used to evaluate whether I am teaching the material correctly (resulting in increased scores). I doubt it really aides the student since they all get credit for the program regardless of scores. I am very good at formative assessment.… >>>

Choose assessment tools that accurately measure the outcomes of the course. Also choose a variety of assessments since some students may not do well in one but might do well in another.

Probably the biggest thing is to realize that adult students need to see how the information or learning affects their life in a positive way. When I meet with students for their final book check, I have begun asking them what thing they learned in pre-release that they will probably use when they get out. The number one answer is budgeting. I then follow-up with asking how their life could be different if they learned to follow a budget in order for them to see the practicality of it and all the way their life could be better.

MERLOT looks like a great resource. I work at a prison school and while I don't teach a subject that would require labs, I sent it to my colleague who teaches science.

Basically, make labs as real as possible within the limits of technology and common sense and always in the context of outcomes.

The main takeaway for me was that labs or other activities should never just be busywork but should connect well to the outcomes required. This can be used both in F2F, synchronous and asynchronous situations.  In an online situation, this allows for much creativity.

I really like the asynchronous model. I received my Master's online and there is no way I could have done this working full-time, having a young family and living rurally. I do have access to Moodle and have considered offering my course via that format for the students who have other programming but still need to complete my courses. This could possibly be used in the case of absences or those with mental health issues. The main drawback is inconsistent access to a computer (we are in a prison setting). They are working on getting every resident some sort of… >>>

In my prison setting, I don't use a syllabus per se (we do an orientation and provide a tracking sheet), but I am considering one for those students who might be more organized, academically advanced, or want to go onto formal education from here.