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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

Author: Rodney W Skager; Unesco Institute for Education.
Publisher: Oxford, England : Pergamon Press, 1979. ©1978
Series: Advances in lifelong education, Volume 4.
Edition/Format:   eBook : Document : EnglishView all editions and formats
Summary:
This report develops a comprehensive conceptual analysis of educational evaluation and then applies the analysis to identify particular kinds of evaluation that would be especially important under lifelong education. The treatment of evaluation is general enough to incorporate evaluation practice operating under virtually any educational philosophy. While the study does focus primarily on the learner and the school,  Read more...
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Genre/Form: Electronic books
Additional Physical Format: Print version:
Skager, Rodney W., 1932-
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.
Oxford, England : Pergamon Press, 1979, ©1978
xiv, 155 pages
Material Type: Document, Internet resource
Document Type: Internet Resource, Computer File
All Authors / Contributors: Rodney W Skager; Unesco Institute for Education.
ISBN: 9781483297064 1483297063
OCLC Number: 899000154
Description: 1 online resource (171 pages) : illustrations, tables.
Contents: Front Cover; Lifelong Education and Evaluation Practice; Copyright Page; Table of Contents; Foreword; Acknowledgements; CHAPTER 1. EVALUATION AND THE PRINCIPLES OF LIFELONG EDUCATION; Evaluation and Educational Change; Social and Cultural Contexts for Lifelong Education; Defining Lifelong Education; Factors Affecting Choice of Perspective; Choosing a Perspective; CHAPTER 2. CONCEPTUALIZING EVALUATION FOR LIFELONG EDUCATION; Defining Evaluation; Distinguishing between Different Types of Evaluation; A Classification System for Evaluation; Implications for Evaluation under Lifelong Education. CHAPTER 3. DEFINING AND ASSESSING SPECIFIED EDUCATIONAL GOALS IN FORMATIVE AND SUMMATIVE EVALUATIONThe Importance of Specified Goals; Evaluative Functions at the Level of the Learner; Assessing Specified Learning Goals in Adaptive Learning Contexts; Defining Specified Educational Goals; Conclusion; CHAPTER 4. OPEN EDUCATIONAL GOALS, EDUCABILITY, AND SELF-DIRECTION; Educating for Goals that are Open-ended; Defining Open-ended Goals in Ways that Relate to Educational Practice; Evaluating for Educability; Conclusion; CHAPTER 5. FUTURE LINES OF DEVELOPMENT FOR EVALUATION UNDER LIFELONG EDUCATION. I. Developing, Crediting and Certifying Systems Compatible with Formal, Informal and Non-formal Types of Lifelong EducationII. Development of Criteria and Strategies for Assessing Self-Direction in Learning and Facilitating Self-Direction in the Learning Context; III. Appraising the Value of Non-formal or Qualitative Research Strategies and the Method of Advocacy; Conclusion; REFERENCES; INDEX.
Series Title: Advances in lifelong education, Volume 4.
Responsibility: by Rodney Skager.

Abstract:

This report develops a comprehensive conceptual analysis of educational evaluation and then applies the analysis to identify particular kinds of evaluation that would be especially important under lifelong education. The treatment of evaluation is general enough to incorporate evaluation practice operating under virtually any educational philosophy. While the study does focus primarily on the learner and the school, the conceptual distinctions and practical conclusions are applicable to nonformal and informal educational settings.

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