By R. Skager
This record develops a entire conceptual research of academic evaluate after which applies the research to spot specific types of review that will be particularly very important less than lifelong schooling. The therapy of overview is normal adequate to include evaluate perform working lower than almost any academic philosophy. whereas the examine does concentration totally on the learner and the varsity, the conceptual differences and functional conclusions are acceptable to nonformal and casual academic settings
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Additional 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
2. Lifelong education would place greater stress on evaluation by internal agents for both L- and C-Evaluation, The emphasis on democratic p a r t i c i p a t i o n , autonomy and independent learning embedded in the p r i n c i p l e s of Self-Learning and Democratization suggests that f o r both L- and C-Evaluation there would be a much larger role f o r a l l categories in the c l a s s i f i c a t i o n system which incorporate internal evaluation agents. For L-Evaluation the development of motivation and s k i l l i n individual and c o l l e c t i v e s e l f - e v a l u a t i o n becomes a central goal of schooling, an indispensable part of the broader educ a b i l i t y concept.
Assigning marks to learners, selecting individuals for special opportunities or training, appraising the performance of teachers or the quality of instructional materials, assessing the effectiveness of various approaches to instruction, and many other kinds of activities are all commonly referred to as "evaluation". As a result, attempts to formulate neat definitions of the field with clear-cut inclusion and exclusion criteria tend to produce unsatisfactory results. It is wiser to follow the advice of Payne (1974) and propose qualitative characteristics or dimensions, all of which must be present to a substantial degree if an activity is to be described as evaluation.
C-2112: Perhaps the majority of C-Evaluations involve comparing various educational methods, materials, etc. in terms of how they differentially affect the performance and attitudes of groups of learners. Much of the recent conceptual as well as technical writing on evaluation referred to earlier pertains to this single category and to its typical counterpart companion In the first case we have an for summative evaluation, c-2222. internal formative evaluation, and in the second an external summative evaluation of a program, curriculum, mode of organization and the like.