Chapter 15, states, “Adult and continuing education have use the terms assessment and evaluation interchangeably”; however, assessment and evaluation are two separate concepts. According to Angelo, Cross-, and Moran assessment within the classroom, refers specifically to the collection of information to measure learning gains, which indicate learners’ individual levels of achievement; whereas; Queeney referred to assessment from a programmatic perspective as more comprehensive measurement of achievement of the program itself. Assessment refers to the collection of information, and it measures levels of achievement without comparisons to a set of standards, however, I feel assessment is a process used to improve a result.
An extended definition by, Stufflebeam and Shinkfield of evaluation; is the systematic assessment of an object’s merit, worth, probity, feasibility, safety, significance, and/or equity. Therefore, my thoughts on evaluations is measuring the performance to see if programs are funded; because of implementing the evaluation and based on the quality of the outcome, there is judgment whether; the program is working effectively, good quality or bad quality the program is not working effectively.
Assessment and evaluation are independent process and practices and they seem underused in the field of adult and continuing education field. If this trend continues, program decisions will continue, “to reflect the interests of the stakeholders with power and resources” (Knox, 2002, p. 6) they will maintain control of the direction of the field of adult and continuing education.
Handbook of adult and continuing education/Carol E. Kasworm, Amy D. Rose, Jovita M. Ross-Gordon, editior-2010 ed. Schlossberg, N.K. (1984). Overwhelmed: Coping with life’s ups and downs. Lexington,
References: Handbook of adult and continuing education/Carol E. Kasworm, Amy D. Rose, Jovita M. Ross-Gordon, editior-2010 ed.
Schlossberg, N.K. (1984). Overwhelmed: Coping with life’s ups and downs. Lexington,
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