Concepts, Research Results and Archives
Edited By Bernd Käpplinger, Steffi Robak, Marion Fleige, Aiga von Hippel and Wiltrud Gieseke
This book is a unique approach in relating mutually international and comparative research from scholars on program planning for adults. Program planning is about needs, finding topics, making offers and bundling different contents. It makes organizations of adult education visible and contributes to their existence and is therefore a core activity of the professionals in adult education. The volume originates from an international conference hosted by Leibniz-University Hannover, which was organized by a plural expert group with key actors at Humboldt-University Berlin and the German Institute for Adult Education. The authors demonstrate the unique research method program analysis and present archives which offer an established infrastructure for heterogeneous research questions.
American Perspectives on Adult Education Program Evaluation (Alan B. Knox)
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Alan B. Knox
American Perspectives on Adult Education Program Evaluation
Abstract: The purpose of adult education program evaluation is to explain to program stakeholders (participants, instructors, coordinators, funders, and administrators), combinations of personal and situational influences on their decisions about program objectives and methods, to help them focus on outcomes that they want. Concepts and examples illustrate ways to use standards and engaged stakeholders in planning and conducting the evaluation and feedback process to encourage their use of conclusions. Evaluation guidelines and references to publications, along with coaching, workshop, and course procedures to prepare program planners to use efficient evaluation procedures, are suggested to help plan and improve adult education programs that have desirable results.
1. DECISIONS. Evaluative judgments are widespread, including those that are unexpressed. They occur when completing a satisfaction form after a meal or a workshop, when grading a learner’s written report, and when assessing the performance of an instructor or program coordinator.
The purpose of adult education program evaluation theory and practice is to provide explanations for stakeholders about the program development process, results, and suggested improvements. Able adult education session leaders can use evaluation feedback about the effectiveness of learning activities regarding their contributions to enhance adult life role performance. Evaluation conclusions regarding contacts, outlook, and stakeholder capabilities and interests, can help leaders to select high-priority general program goals to provide a sense of direction for joint planning. (cf. Sork, 2010) Clear and...
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