Evaluation in XXI Century

1. Evaluation in XXI Century Catalin RADU – “Carol I” National Defence University

2. Problems? “The learning professional is responsible for ensuring learning objectives are achieved regardless of the delivery mode”

3. True? • This sounds quite reasonable at the surface. However, it dawned on me that if you define the scope of responsibility based on learning objectives you end up limiting yourself to focus only on content, immediate knowledge transfer. • I would claim that willingness to accept definition of your scope in terms of learning objectives puts you in the box. To get outside the box, you need to have business needs and performance objectives.

4. Assessment area • With learning objectives, you can achieve them through learning. Performance objectives can be measured, but learning is not the only part of the equation. There are a TON of non-learning variables and thus these type of objectives cannot be fully and directly related to learning - greatly influenced by, yes; solely responsible for, no.

5. Business needs will drive the performance objectives. • The way I look at it is that training is only one part of learning is only one part of the equation that makes up overall performance. • For the most part traditional corporate learning can be boxed in to 'learning.' As we expand down the tail, this learning expands to include much more than learning. For example, it can include projects, meetings, one-off questions & answers - all of which learning is a major part, but not the focus of the activity.

6. Fact 1: Time, Value, Objectives. Results Education Objectives Training Objectives Time

7. Fact 2: Assessment • Different tools • Different principles • Different leaners Although : DO THE SAME JOB

8. 10 Rules of Assessment ? • Japanese have in their tradition number 12 • Irish have in their tradition number 16 • Jews have in their tradition 10 • Romanian ……….

9. Ideas: Assessment for learning should be part of effective planning of teaching and learning.

10. Ideas: Assessment for learning should focus on how students learn.

11. Ideas: Assessment for learning should be recognized as central to classroom practice.

12. Ideas: Assessment for learning should be regarded as a key professional skill for teachers.

13. Ideas: Assessment for learning should be sensitive and constructive because any assessment has an emotional impact.

14. Ideas: Assessment should take account of the importance of learner motivation

15. Ideas: Assessment for learning should promote commitment to learning goals and a shared understanding of the criteria by which they are assessed.

16. Ideas: Learners should receive constructive guidance about how to improve

17. Ideas: Assessment for learning should be recognized as central to classroom practice

18. Ideas: Assessment for learning develops learners capacity for self-assessment so that they can become reflective and self-managing

19. Ideas: Assessment for learning should recognize the full range of achievements of all learners

20. Fact 3: Open systems are unique • The constructal law proclaims a tendency in time with respect to the generation of animate and inanimate flow systems: "the maximization of access for the currents that flows through a morphing flow system ". This theory replaces the belief that nature is fractal, and allows one to design and analyse systems under constraints in a quest for optimality.

21. Conclusion • learning professional is responsible – education it’s their bussiness • Learners has to be regarded only as adult students

22. Thank you! Questions?