Shopping Cart | Login | Register | Language: English
Assessing and Evaluating Adult Learning in Career and Technical Education
Buy Hardcover + Free E-Access
Qty:
$144.00
List Price: $180.00
You Save: $36.00
20% Online Bookstore Discount*
Free Lifetime E-Access*
I will be using e-access as an:
In Stock. Have the hardcover format as soon as Dec. 25 with express shipping*. Free instant online e-access upon order completion.

Assessing and Evaluating Adult Learning in Career and Technical Education

Release Date: July, 2010. Copyright © 2011. 252 pages.
ISBN13: 9781615207459|ISBN10: 1615207457|EISBN13: 9781615207466|
DOI: 10.4018/978-1-61520-745-9
Cite Book

MLA

Wang, Victor C. X. "Assessing and Evaluating Adult Learning in Career and Technical Education." IGI Global, 2011. 1-252. Web. 22 Dec. 2014. doi:10.4018/978-1-61520-745-9

APA

Wang, V. C. (2011). Assessing and Evaluating Adult Learning in Career and Technical Education (pp. 1-252). Hershey, PA: IGI Global. doi:10.4018/978-1-61520-745-9

Chicago

Wang, Victor C. X. "Assessing and Evaluating Adult Learning in Career and Technical Education." 1-252 (2011), accessed December 22, 2014. doi:10.4018/978-1-61520-745-9

Export Reference

Mendeley
Favorite
Access on Platform
Browse by Subject
Top

Description

Increased interest in and use of theoretical and empirical assessment and evaluation methods have created a need for unique contributions to exisiting literature in the field of adult education and career and technical education.

Assessing and Evaluating Adult Learning in Career and Technical Education advances a framework, a process and meaningful approaches for assessing and evaluating adult learning in career and technical education (CTE). This book addresses the key elements of the process of assessment and evaluation: self-evaluation, transformative learning, history of andragogy, teaching philosophies, and much more. At each step in this process, the reader is taken through multiple and meaningful approaches of assessing and evaluating adult learning in the field of career and technical education.

Top

Table of Contents and List of Contributors

Search this Book: Reset
Table of Contents
Preface
Victor C. X. Wang
Chapter 1
Patricia Cranton
I have not met many educators who say that they enjoy the assessment and grading of learners’ work, or find it rewarding. In my research on... Sample PDF
Working toward Self-Evaluation
$30.00
List Price: $37.50
Chapter 2
Victor C. X. Wang, Kathleen P. King
Scholars and practitioners all seem to agree that andragogy is not the only perspective and model in the field of adult learning. We no longer think... Sample PDF
Transformative Learning and Ancient Asian Educational Perspectives
$30.00
List Price: $37.50
Chapter 3
Kerry Lee
Integrating adult learning and technology is exceptionally challenging. The one certainty present for adult educators is that they can rely on... Sample PDF
Philosopher or Philistine?
$30.00
List Price: $37.50
Chapter 4
John A. Henschke
With the foundation of andragogy having been laid, there was a serious attempt at investigating its value. Some felt that a broad scope was... Sample PDF
A Productive Decade of Andragogy’s History and Philosophy: 2000-2009
$30.00
List Price: $37.50
Chapter 5
Lesley Farmer
This chapter examines technological factors that influence the conditions and processes of adult learning, and how adult educators can deal with... Sample PDF
New Perspectives of Andragogy in Relation to the Use of Technology
$30.00
List Price: $37.50
Chapter 6
Mary C. Ware
The author, an instructional development specialist and faculty member with 35+ years experience, has been attempting, throughout her career, to... Sample PDF
Learning Contracts as Part of Instructional Design and Evaluation
$30.00
List Price: $37.50
Chapter 7
Ernest W. Brewer
This chapter provides a comprehensive overview of the literature related to three of the many evaluation models that can be applied to programs... Sample PDF
Evaluation Models for Evaluating Educational Programs
$30.00
List Price: $37.50
Chapter 8
James B. Martin, Royce Ann Collins
Assessment is an important, yet poorly understood, process in adult education. This chapter examines the differences between two important types of... Sample PDF
Formative and Summative Evaluation in the Assessment of Adult Learning
$30.00
List Price: $37.50
Chapter 9
E. Paulette Isaac
Adults have different learning styles which can either enhance or deter their learning. In the conversation that follows, I discuss the utility of... Sample PDF
Assessing Adult Learning and Learning Styles
$30.00
List Price: $37.50
Chapter 10
Bridget D. Arend
Adult education in the twenty-first century is tasked with developing skilled workers with critical thinking and problem solving skills that will... Sample PDF
Using Assessment to Promote Critical Thinking and Problem Solving Skills in Adults
$30.00
List Price: $37.50
Chapter 11
Jim Berger
This chapter provides an overview of assessment of instruction using adult learning principles. The goal of this chapter is to examine the... Sample PDF
Evaluating the Effectiveness of Instruction Using Principles of Adult Learning
$30.00
List Price: $37.50
Chapter 12
Lesley Farmer, Judith Parker
This chapter focuses on assessment and evaluation of adult learning, and provides examples of strategies and techniques in online environments.... Sample PDF
Assessing Adult Learning in Online Courses
$30.00
List Price: $37.50
Top

Topics Covered

  • Adult learning in online courses
  • Assessing adult learning and learning styles
  • Effectiveness of instruction
  • Evaluation models for evaluating educational programs
  • Formative and summative evaluation
  • Instructional design and evaluation
  • New perspectives of andragogy
  • Self-evaluation
  • Transformative learning
  • Using assessment to promote critical thinking
Top

Preface

Purpose

This book advances a framework, a process and meaningful approaches for assessing and evaluating adult learning in career and technical education (CTE). Increased interest in and use of theoretical and empirical assessment and evaluation methods have created a need for this book’s unique contributions to the literature in the field of adult education and career and technical education. For years, our students and scholars/practitioners in the field have been without pertinent textbooks used to accurately and effectively assess and evaluate adult learning in the field. Books on assessment and evaluation have been written by scholars/practitioners from other fields of study rather than by people from the field of adult education or career and technical education. It is common sense that we have known more about how animals learn than about how children learn and we know much more about how children learn than about how adults learn. Since most students in the field of career and technical education are adult learners, to help these learners learn requires teachers, trainers, practitioners and even scholars to accurately and effective assess and evaluate their learning so that progress on the part of the learners can be made. To assess and evaluate adult learning in CTE requires a thorough understanding of the nature of adult learners, principles of andragogy, formal and informal evaluation methods, theory of transformative learning, teaching philosophies and technology. Application of traditional assessment and evaluation methods effective for assessing learning of traditional age students may not work for evaluating adult learning in the field. With this purpose in mind, I called for chapters especially from leading scholars/practitioners in the field of adult education and career and technical education. To my great delight, Patricia Cranton, a leading adult educator from Penn State contributed a chapter on self-evaluation. Other authors for the book are also outstanding scholars/practitioners in the field. The book then addresses the key elements of the process of assessment and evaluation: self-evaluation, transformative learning, history of andragogy, teaching philosophies, and much more. At each step in this process, the reader is taken through multiple and meaningful approaches of assessing and evaluating adult learning in the field of career and technical education. Hopefully after reading the whole book, our readers will become well versed in terms of accurately and effectively assessing and evaluating adult learning. Then, it is time to say, “We know much more about how adults learn than about how children learn.”


Audience

This book is intended for undergraduate and graduate students and faculty who seek assistance in preparing a comprehensive plan for assessment and evaluation of adult learning in the field of career and technical education. No need to say, this book is an excellent textbook for credential students in CTE and adult education. At a broader level, the book may be useful as both a reference book and a textbook for graduate students in research methods. The rich information, multiple approaches of writing different chapters, exemplary usage of APA style and theoretical bases will all add to our readers’ knowledge base in terms of not only assessment and evaluation but also of research methods. To best take advantage of the features in this book, the reader needs a basic familiarity with principles of andragogy, transformative learning theory and teaching philosophies first. Then, the reader needs to proceed to the chapters that address different kinds of assessment and evaluation approaches appropriate for adult learning in the field. Finally, this book also is intended for a broad audience in the social and human sciences. It is commonly argued that those who do not know how to accurately and effectively gauge learning do not know how to make progress. This line of thought says a great deal about the importance of assessment and evaluation. I hope that students, faculty and researchers including those from even K-12 education, higher education and others will find the book useful.


Acknowledgments

To ensure quality of books, editors/authors have their books go through the double blind review process so that their books will become refereed books in the field. This book is no exception. As Zhejiang University Press in China agreed to publish more of my books, I began to collect chapter proposals. All proposals were carefully reviewed by the editor in light of their suitability, the researcher’s records of similar work in the area of the proposed topics, and the best proposal for topics with multiple proposals. The goal was to assemble the best minds in CTE and adult education to contribute entries to this unique book. Upon receipt, each full entry submission was forwarded to expert external reviewers on a double-blind basis. Only submissions with strong and favorable reviews were chosen as entries for this book. As a result, this book includes more than 10 entries highlighting effective assessment and evaluation of adult learning. All entries are written by knowledgeable, distinguished scholars from many prominent research institutions. The reviewers were invited based on their sustained scholarship in this field. Therefore, I extend a huge thank you to the following reviewers/authors:

  • Royce Ann Collins, Kansas State University, USA
  • Lesley Farmer, California State University, Long Beach, USA
  • Barbara Hinton, University of Arkansas, Fayetteville, USA
  • John Hope, Auckland University, New Zealand
  • Victor Hernandez, University of South Florida, USA
  • Kerry Lee, University of Auckland, New Zealand

I wish to thank my fellow authors and Zhejiang University Press, especially Dr. Mary Wu for their contribution to this book. Without their contribution, this book would not be a reality. This book is designed for the teacher-practitioner and is written from both a scholar’s and a practitioner’s perspective. Because of the rich information provided by this book, individual chapters can be selected according to readers’ specific needs and interests. Special thanks go to my family, Katie Wang, Anni Wang and Anthony Wang for their unfailing support and encouragement during the many months it took to give birth to this book. Last but not least, I thank all of our readers who have become consumers of this excellent book. This book will assist you in your educational and scholarly endeavors.


Victor C. X. Wang, Ed.D.
Associate Professor of CTE and Adult Education
California State University, Long Beach
Long Beach, California
May 28, 2009
Top

Author(s)/Editor(s) Biography

Victor C.X. Wang, a tenured associate professor, is a PhD mentor/faculty member at Florida Atlantic University. Dr. Wang's research and writing activities have addressed workforce education, the foundations of adult education, adult teaching and learning, training, transformative learning, cultural issues in vocational and adult education, distance education, human performance technology, instructional/administrative leadership, assessment and evaluation of learning, and curriculum development. He has published more than 160 journal articles, book chapters and books, including two encyclopedias and two handbooks of research (each over 1,000 pages long) in 11 years and has been a reviewer for five national and international journals. He is the founding editor (Editor-in-Chief) of the International Journal of Adult Vocational Education and Technology. He has won many academic achievement awards from universities in China and in the United States, including the Distinguished Faculty Scholarly & Creative Achievement Award. Dr. Wang has taught extensively as a professor in Chinese universities (1989-1997) prior to coming to study and work (Kansas, Arkansas and California, 1997-2011) in the United States. He has had extensive experience in chairing and mentoring doctoral dissertations. Three of the books he has written and edited have been adopted as required textbooks by major universities in the United States, and in China. In addition, numerous universities worldwide including some Ivy League Universities have cataloged his books and journal articles.