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Lecturer(s)
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Course content
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1. Context of evaluation and assessment in education. Situating the process of evaluation and assessment into so called systematic cycle of education, or into the algorithm of adult education events projection. 2. Basic terminology of evaluation and assessment. Characteristics of the basic terminology of evaluation and assessment in education, their possible concept in theory, their options and limits when realized in adult education. 3. Approaches to evaluation in adult education. Characteristics of the basic approaches to evaluation - from the perspective of time, purpose, the contracting authority, Kirkpatrick´s model of evaluation. 4. Approaches to assessment in adult education. Characteristics of the basic approaches to assessment - from the perspective of goals, forms, subject, and sources of assessment. 5. Planning and realizing evaluation and assessment in adult education. Basic questions to which we seek the answers when we plan evaluation and assessment in adult education. 6. Preparation phase of evaluation/assessment. Characteristics of the contracting authority, goal, subject, realizer, time schedule, financial plan and specific conditions of evaluation. 7. Collecting data phase. Information sources, methods and techniques of evaluation, place and time of data collection. 8. Methods of data collection in the forms of reactions and their usage in evaluation/assessment. Observation, interview and questionnaire are the most frequent methods on this level of evaluation, their specifics, and principles of using. 9. Methods of data collection in the forms of learning and their usage in evaluation/assessment. Written and oral tests, and practical attestations are the most frequent methods on this level of assessment, their specifics, and principles of using. 10. Methods of data collection in the forms of behaviour and their usage in evaluation/assessment. Observation, interview and questionnaire and the combinations of them are the most frequent methods on this level of evaluation, their specifics, and principles of using. 11. Methods of data collection in the forms of results and their usage in evaluation/assessment. Methods used on this level of evaluation, their specifics. 12. Using the results of evaluation and assessment in adult education. Possible ways to use the results of evaluation and assessment to increase the quality of education programme/course and its individual parts.
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Learning activities and teaching methods
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Dialogic Lecture (Discussion, Dialog, Brainstorming)
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Learning outcomes
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The subject deals with an introduction of evaluation and assessment in adult education, from the theoretical (basic concepts, approaches) and practical (planning, realization in adult education) point of view.
The graduate of the discipline - is able to set the processes of evaluation and assessment into the so called systematic cycle of education, - can define evaluation and assessment in adult education, - can evaluate advantages and disadvantages of evaluation and assessment in adult education, - can name and explain the most frequent approaches to evaluation, - can name and explain the most frequent approaches to assessment, - knows the basic principles of planning and realizing the evaluation in adult education. The graduate of the discipline - is able to answer basic questions about planning and realizing the evaluation and assessment in the steps of preparation, data collection, interpreting data and using the results. The graduate of the discipline - is able to create a complex project of evaluation and assessment of education programme/course with all its parts and realize it in the praxis.
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Prerequisites
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KSA/ANSPM, KSA/FVZPM, KSA/SCVPM
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Assessment methods and criteria
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Oral exam
Colloquium has a form of a discussion on the topics of evaluation in adult education according to the study text Introduction into evaluation in adult education for andragogy.
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Recommended literature
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Armstrong, M.:. (2002). Řízení lidských zdrojů. 1. vyd. Praha 2002.. Praha.
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Belcourt, M., Wright, P.C.:. (1998). Vzdělávání pracovníků a řízení pracovního výkonu. 1. vyd.. Praha.
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Belz, H., Siegrist, M.:. Klíčové kompetence a jejich rozvíjení. 1. vyd. Praha 2001..
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Brázdová, Z.:. Hodnocení ve vzdělávání dospělých. 1. vyd. Olomouc 2000..
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Disman, M.:. Jak se vyrábí sociologická znalost. Praha 1994..
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Dvořáková, M.:. Úvod do evaluace ve vzdělávání dospělých. Olomouc 2006..
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Mužík. J.:. Andragogická didaktika. 1. vyd. Praha 1998..
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Pash, M. a kol.:. Od vzdělávacího programu k vyučovací hodině. 1. vyd. Praha 1998..
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Prokopenko, J., Kubr, M. a kol.:. (1996). Vzdělávání a rozvoj manažerů. 1. vyd.. Praha.
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Schneider, M., Koudelka, F.:. Úvod do základů sociologických výzkumů. 1. vyd. Olomouc 1993..
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