Evaluation methods used in the process of learning - present situation and tendencies
EVALUATION AND SELF – EVALUATION IN IN-FORMAL EDUCATION
Overview
Evaluation methods used in the process of learning - present situation and tendencies
Nowadays non-formal/in-formal learning corresponds to the number of different forms of needs in the field of learning but no concrete frame exist to validate a system of assessments that contains the methods of evaluation at all. The purpose of student, teacher, and program evaluation is to determine whether progress is being made towards objectives. Evaluation is done to increase student learning and improve instruction. There are many ways to evaluate student learning, including the use of checklists, tests, rating systems and scoring rubrics.
Evaluations are frequently used to sum up a person's achievement. In these cases, there is a summative purpose behind the tasks learners are set. Summative evaluation provides ‘feedout', in the shape of a warrant to achievement or competence (such as a degree certificate), and in the form of information that can be used as performance indicators in appraising the work of teachers, departments, colleges and national systems of education. Evaluation for summative purposes is high-stakes evaluation.
Evaluations are also used to identify what learners need to do in order to improve their work. This second approach to evaluation, which is intended to inform students about how to do better, is often called formative evaluation. Any task that creates feedback to students about their learning achievements can be called formative evaluation.
It is very useful to be able to evaluate for formative reasons because curricula in higher education are giving increasing prominence to complex learning outcomes and to ‘soft skills' - they are claiming to foster inter-personal skill, emotional intelligence, creativity, critical thinking, reflectiveness, incremental self-theories, autonomy and such like. 
Self-evaluation is a key to improving teaching ability. Self-evaluation is recommended because feedback reviewed in the privacy of one's office is easier to digest and less threatening. The teacher can then set personal goals and chart their performance privately. Instruction should be evaluated to assess the quality of instruction. A variety of techniques can be used. The two parts of the process of learning are directly connected and self – evaluation of students and teachers are both important as each element of education itself.
Partners
The organizations co-operating in
EVALUATION AND SELF EVALUATION IN IN-FORMAL EDUCATION
project are as follows:
DIA-SPORT Association has been selected and taking part as a partner under the Project "EVALUATION AND SELF – EVALUATION IN IN-FORMAL EDUCATION" financed under the Socrates Programme, Grundtvig 2. The project is coordinated by UNIVERSITA' DELLE LIBERETA' DEL FVG - Udine, Italy and it involves also partners from Espiral Entitat Serveis - Girona, Spain, Cyprus Adult Education Association - Nicosia, Cyprus and FIATEST - Bucharest, Romania.
The objective of this project is through organisation of a series of meetings between the partner countries providing educational services to identify methods and efficient instruments both for learners and trainers which are aimed at evaluation and self-evaluation of the learning process as well as of the level achieved in order to go to the next levels of training.
In particular, the project envisages organisation of a series of seminars during which by carrying out constructive discussions the trainers from the partners' countries will summarise and select the best with respect to the methods/instruments used for evaluation of the level of knowledge achieved by the learner in the process of non-formal/in-formal education as well as self-evaluation of the efficiency in the process of teaching. The summarising of existing experience in the partners' countries, discussions and possibility to use specific situations will be a background for the project work.
The final project's product will be available for all European organisations operating in the field of non-formal/in-formal adult education.
· Cyprus, Larnaka, November 2003
For more details please click here· Romania, Bucharest, January 2004
For more details please click here· Spain, Girona, March 2004
For more details please click here· Cyprus, Nicosia, May 2004
For more details please click here· Italia, Udine, June 2004
For more details please click here
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