職業(yè)技術(shù)教育中的成人學(xué)習(xí)評(píng)估

前言

　　This book advances a framework， a process and meaningful approaches for assessing andevaluating adult learning in career and technical education （CTE）. Increased interest inand use of theoretical and empirical assessment and evaluation methods have created aneed for this books unique contributions to the literature in the field of adult educationand career and technical education. For years， our students and scholars/practitioners inthe field have been without pertinent textbooks used to accurately and effectively assessand evaluate adult learning in the field. Books on assessment and evaluation have beenwritten by scholars/practitioners from other fields of study rather than by people from thefield of adult education or career and technical education. It is common sense that we haveknown more about how animals learn than about how children learn and we know muchmore about how children learn than about how adults learn. Since most students in thefield of career and technical education are adult learners， to help these learners learnrequires teachers， trainers， practitioners and even scholars to accurately and effectiveassess 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 thenature of adult learners， principles of andragogy， formal and informal evaluation methods，theory of transformative learning， teaching philosophies and technology. Application oftraditional assessment and evaluation methods effective for assessing learning oftraditional age students may not work for evaluating adult learning in the field. With thispurpose in mind， I called for chapters especially from leading scholars/practitioners in thefield of adult education and career and technical education. To my great delight， PatriciaCranton， 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. Thebook then addresses the key elements of the process of assessment and evaluation：self-evaluation， transformative learning， history of andragogy， teaching philosophies， andmuch more. At each step in this process， the reader is taken through multiple andmeaningful approaches of assessing and evaluating adult learning in the field of careerand technical education. Hopefully after reading the whole book， our readers will becomewell 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 howchildren learn."

內(nèi)容概要

　　"innovative as well as inspirational. The editor and authors are definitely first ratescholars in the field."Doug Lynch， Vice Dean， University of Pennsylvania， USA"Assessing and evaluating learning， especially adult learning， is one of the mostdifficult things to do. This book has documented some of the mostinnovative/effective techniques of assessing and evaluating learning.Only by adopting these innovative/effective assessment/evaluation techniques canscholars and practitioners improve their instructional techniques in thetraditional and virtual teaching environments，l congratulate theeditor/authors on having published such an excellent book in the field. Irecommend this book to all universities that accommodate the learning needs ofboth traditional and nontraditional learners. "Gabriele Strohschen， Associate Professor， DePaul University， USA"Verv few books on assessing and evaluating adult learning have been published inthe field. This book by leading adult learning professionals has filled the muchneeded void in the literature. It is by effectively assessing and evaluating learningthat we can improve our teaching. This book will equip both scholars andpractitioners with the necessary skills， knowledge and attitudes to assess andevaluate learning so that they can better help adult learners learn. This book shouldbe one of the best books on assessment and evaluation. "Chris Zirkle， Associate Professor， The Ohio State University， USA

書籍目錄

Preface
The Editor
The Contributo
Chapter 1  Working Toward Self-Evaluation
              Patricia Cranton
Chapter 2  Traformative Learning and Ancient Asian Educational
Pepectives
              Victor C. X. Wang, and Kathleen P. King
Chapter 3  Philosopher or Philistine?
              Kerry Lee
Chapter 4  A Productive Decade of Andragogy's History and
Philosophy 2000-2009
              John A. Hechke
Chapter 5  New Pepectives of Andragogy in Relation to the Use of
Technology
              Lesley Farmer
Chapter 6  Learning Contracts as Part of Itructional Design and
Evaluation
              Mary Ware
Chapter 7  Evaluation Models for Evaluating Educational Programs
              Ernest W Brewer
Chapter 8  Formative and Summative Evaluation in the Assessment of
Adult Learning
              James B. Martin, and Royce Ann Colli
Chapter 9  Assessing Adult Learning and Learning Styles
              E. Paulette Isaac
Chapter 10 Using Assessment to Promote Critical Thinking and
Problem Solving Skills in Adults
              Bridget D. Arend
Chapter 11  Evaluating the Effectiveness of Itruction Using
Principles of Adult Learning
              Jim Berger
Chapter 12  Assessing Adult Learning in Online Coues
              Lesley Farmer, and Judith Parker
Index

章節(jié)摘錄

　　Using one of her courses （EDU 671, Issues in Foundations of Education） as an example,it was essential that students grasped the history, philosophy and social foundations ofeducation in the United States （note: a similar challenge would apply to CTE instructorsteaching the "foundations of CTE" at an advanced undergraduate or graduate level）. Interms of the history of the field, the author wanted students to understand that history wassocially constructed （e.g., events were selected by historians and those events "became"the history that we know）; that history could be represented with timelines; and that time-line construction could explore both the process of building history and understandinghistory that we read/consume. In terms of philosophy, the author wanted students to befamiliar with the prevailing philosophical points of view which influence the field of edu-cation, and then to synthesize these points into a coherent personal philosophy of educa-tion. In the area of social foundations, the author wanted students to be conversant withstructural functionalism, conflict theory, interpretivism and critical sociological theory asmeans of analysis （deMarrais & LeCompte, 1995）. It was also essential for students to beable to take current issues and analyze them, using the lens of each of these theoreticalperspectives. Finally, the author hoped that students would see that these foundations （e.g.,history, philosophy and sociological theory） were integral to analyzing current prob-lems/issues in their field. With these objectives delineated, the next step in the instructional design process wasselection of learning experiences which could develop those objectives. At this point, thelearning contract designer could take two paths: 1） providing a "cafeteria" of learningexperiences from which the students could choose; or 2） providing a common set oflearning experiences which all would experience, with additional leaming experiencesadded, or completed in more depth, if students wished to pursue a higher level of expertise.In the authors case, which will be described in detail here, the choice was item 2）. For the history of the field, the instructor developed a set of learning modules suitablefor Blackboard/WebCT which led students to explore the concept of history as social con-struction （Spring, 1986）, to develop their own personal timeline of events in their lives; toexplore some other timelines available on the Web, and then to produce a timeline of （se-lective） historical events for presentation in class. For philosophy, the learning experiences included readings, PowerPoint presentations,and an assignment which led groups of 3-4 students to design a school which exemplifiedthe pure form of one of the philosophies （drawn at random by the group） including peren-nialism, progressivism, essentialism, existentialism, social reconstructionism and behav-iorism （Gutek, 2008）. Finally, each student developed and refined his/her own philosophyof the field.

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