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By R. Skager
This record develops a complete conceptual research of academic overview after which applies the research to spot specific forms of review that will be particularly vital less than lifelong schooling. The remedy of evaluate is basic sufficient to include overview perform working lower than almost any academic philosophy. whereas the examine does concentration totally on the learner and the college, the conceptual differences and functional conclusions are appropriate to nonformal and casual academic settings
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Extra resources 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
The need to interpret events in terms of desirability in part distinguishes evaluation from basic inquiry in the social sciences. The latter can often operate under the more detached perspective of description, prediction, and, where possible, explanation. Evaluation in lifelong education cannot avoid the explicit examination of its own value base. The broad principles of lifelong education are likely to be interpreted differently in different societies, or even by groups within the same society.
Rather, the two terms as used here refer to something that an individual knows or can do. The terms are differentiated in that the former refers to skills and competencies ordinarily developed in school that are at the same time useful in a variety of life roles as well as in further learning. The behavioral objectives cited earlier are examples of what is meant by academic skills and competencies for which individuals can be credited irrespective of whether or not they possess an academic degree or have ever attended a school or college.
In contrast, evaluation should always be guided by concern for how the information is ultimately to be used and for what purpose it is to be used. Evaluation involves deliberate expenditure of time and resources that might otherwise have been assigned directly to the teaching and learning process. It must have a strongly utilitarian orientation. This does not mean that evaluations need be so rigidly planned and structured that the unintended outcomes referred to above cannot be detected. A distinction is made here between decision-making and Conceptualizing Evaluation 27 policy formulation.