The chapter aims to contextualize the EDUEVAL model of evaluation of adult education staff, understanding the plurality of theoretical approaches underpinning the evaluation object, conceptualized as a powerful regulator of the functioning of systems. The international debate on evaluation will be referred to, starting from a tripartite pattern (Stame, 2001) which groups together evaluation studies in three main approaches, describing, for each approach, both the main meanings and models of evaluation that emerge and how the evaluation of adult staff is (or is not) considered. The intention, taking this tripartite model as reference, is to understand and refer to those models of evaluation, the characteristics of which appear more coherent with the requirements of the evaluation of Adult Education staff.
The evaluation of Adult Education staff
VINCI, VIVIANA
2015-01-01
Abstract
The chapter aims to contextualize the EDUEVAL model of evaluation of adult education staff, understanding the plurality of theoretical approaches underpinning the evaluation object, conceptualized as a powerful regulator of the functioning of systems. The international debate on evaluation will be referred to, starting from a tripartite pattern (Stame, 2001) which groups together evaluation studies in three main approaches, describing, for each approach, both the main meanings and models of evaluation that emerge and how the evaluation of adult staff is (or is not) considered. The intention, taking this tripartite model as reference, is to understand and refer to those models of evaluation, the characteristics of which appear more coherent with the requirements of the evaluation of Adult Education staff.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
