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.

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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).