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By R. Skager

This record develops a entire conceptual research of academic overview after which applies the research to spot specific sorts of overview that will be in particular vital lower than lifelong schooling. The therapy of review is basic adequate to include review perform working below nearly any academic philosophy. whereas the learn does concentration totally on the learner and the college, the conceptual differences and useful conclusions are appropriate to nonformal and casual academic settings

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Additional info for Lifelong Education and Evaluation Practice. A Study on the Development of a Framework for Designing Evaluation Systems at the School Stage in the Perspective of Lifelong Education

Sample text

On the one hand the evaluator can at the same time participate in the educational process as a self-directed learner, as a teacher attempting to apply or use some method or procedure, or as a developer seeking to improve learning materials or the context in which learning occurs. Part of the notion of participation is contained in the idea that the individual in question has a role in the situation that includes responsibilities in addition to evaluation. Participation also implies some sort of communality of concerns and activities between evaluators and other participants.

Evaluation also tends to be most useful when those involved have direct contact with whatever is being evaluated. Teachers 26 Lifelong Education and Evaluation Practice evaluating learners ordinarily have such contact. However, the evaluation of educational practice is often conducted by specialists rather far removed from the actual source of the data under appraisal. This situation is admittedly hard to avoid when the evaluation is large in scope, involving many institutions. Still, steps can be taken to mitigate the separation.

The first example under C-Evaluation, group level, is specific to a particular classroom. It implies a kind of internal evaluation that a dedicated teacher might conduct. The second C-Evaluation example in the same level is intended to produce generalizations applicable to any classroom enrolling learners from the population studied in the evaluation. This merely reflects the earlier conclusion that evaluation can and does produce generalizable, in addition to situation-specific, information. It might also be pointed out that portions of the national evaluations conducted as a part of the multi-national curriculum evaluation study reported by Skager and Dave (1977) and described in the previous chapter, fit under the last example in the Table (system level C-Evaluation).

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