Evaluation in Nonformal Education: The Need for Practitioner Evaluation.

Autor/in	Kinsey, David C.
Institution	Massachusetts Univ., Amherst. Center for International Education.
Titel	Evaluation in Nonformal Education: The Need for Practitioner Evaluation.
Quelle	(1978), (34 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Accountability; Adult Education; Educational Needs; Educational Planning; Educational Practices; Educational Problems; Elementary Secondary Education; Evaluation; Evaluation Criteria; Formative Evaluation; Higher Education; Individual Needs; Nonformal Education; Nontraditional Education; Participant Satisfaction; Relevance (Education) + Suchen Sie Ihr Suchwort? Verantwortung; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Educational need; Bildungsbedarf; Bildungsplanung; Bildungspraxis; Evaluierung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Non-formal education; Non formal education; Nichtformale Bildung; Non-traditional education; Alternative Erziehung; Relevance; Relevanz
Abstract	The document explains how practitioners of nonformal education can improve educational programs by employing various evaluation techniques. The document is presented in seven chapters. Chapters I and II review problems of evaluating nonformal education programs. Major problems are that evaluation is often performed by outside evaluators, overemphasizes long-term results, and is not flexible enough to consider the loosely stated objectives and content of most nonformal education programs. Chapter III focuses on methodologies which have been used to evaluate nonformal education programs. Chapter IV identifies criteria to help practitioners adapt evaluation methods to nonformal educational settings. Evaluation methods should be employed which involve limited skill, low time and cost demands, minimal program disruption, high prospect of utility, and flexibility. Chapter V points out how to adapt evaluation methods in program design, instrumentation, teaching techniques, application, and use of results. Chapter VI identifies other considerations for improving practitioner evaluation, such as creating an environment conducive to evaluation and providing evaluation training for practitioners. The final chapter offers conclusions. It is suggested that policy makers, academicians, and educational funding agencies support and develop evaluation methods which provide immediate feedback. Also, practitioners should concentrate on evaluation methods which can be used on a repeated basis without external direction. (DB)
Anmerkungen	Publications Assistant, Center for International Education, Hills House South, University of Massachusetts, Amherst, Massachusetts 01003 ($2.00)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01