Using a bibliographic approach that employs a systematic literature review, this paper analyzes the state of the field for assessing transformative learning (TL). Assessing TL has always been challenging. Using the field of international education (IE) as a case study, this article leverages findings from the assessment of TL in IE to illustrate…

This chapter will define and illustrate the sustainable cycle of Prior Learning Assessment (PLA) benefits for both employees and employers in the U.S. workforce. Employer and student benefits of PLA will be reviewed, and program completion outcomes will be examined.

This chapter on high school equivalency describes recent events involved in updating the adult education high school equivalency assessment services and the entrance of additional assessments into the field.

This chapter proposes approaches for assessing learners and evaluating courses and curriculum that could be used by directors of health professions education (HPE) programs to determine the effectiveness and impact of their programs.

This chapter describes international policy contexts of adult literacy and language assessment and the shift toward standardization through measurement tools. It considers the implications the quantification of learning outcomes has for pedagogy and practice and for the social inclusion of transnational migrants.

This chapter addresses financial education across the lifespan, which has the potential to enhance adult financial capability, yet methodological barriers and a lack of robust measures have hampered the ability to identify and measure the effects of educational programs on financial decisions and behavior.

This discussion on assessment and evaluation in the online environment includes the use of different forms of rubrics. (Contains 5 tables and 2 figures.)

Critical thinking is a socially constructed, contextual process not well measured by standardized tests. Better, locally grounded methods are pre/posttest (scenario building), experiential (critical practice audit), behavioral (critical debate), and conversational (storytellers and detectives). (SK)

Methods of preparing for and conducting an adult education program evaluation are discussed: using standards and quality indicators, involving stakeholders, collecting program information, conducting a self-evaluation, and participating in the exit interview. (SK)

A practitioner reflects on workshop planning, outcomes and evaluation, learning in groups, and the facilitator's motivation. (SK)

New perspectives on the time-honored technique of workshops have identified two major concerns: the context of workshops and the diverse potential of this format for adult learning. (SK)

The Situated Evaluation Framework for continuing professional education programs situates the learner and knowledge assessment at the junction of three contexts: educational, practice, and evaluation. The framework incorporates the following components of evaluation theory: programming, valuing, knowledge, and utilization. (SK)

Presents the purposes, strengths, and weaknesses of these assessment methods for adult basic education: standardized, criterion referenced, curriculum based, performance based, and informal. Discusses ways to establish a supportive assessment environment. (SK)

Assessing effective transfer of training is best done from multiple perspectives: (1) transfer--evidence of skill use in context; (2) enlightenment--what counts as knowledge use; (3) application--evidence of ideas and principles learned; (4) diffusion--spread of innovation over time; and (5) implementation--effects of power, access, and structure…

Workshop evaluation has become more complex as adult learners diversify, their needs evolve, and additional stakeholders require evaluative data. The evaluation process should be integrated into program planning. (SK)