The only thing certain in this world is change. And whenever something changes, people have a variety of reactions.
Evaluation is part and parcel of educating — yet it can be experienced as a burden and an unnecessary intrusion.
We explore the theory and practice of evaluation and some of the key issues for informal and community educators, social pedagogues youth workers and others.
In particular, we examine educators as connoisseurs and critics, and the way in which they can deepen their theory base and become researchers in practice. Many informal educators such as youth workers and social pedagogues are suspicious of evaluation because they see it as something that is imposed from outside.
It is a thing that we are asked to do; or that people impose on us. In this discussion of evaluation we will be focusing on how we can bring questions of value rather than numerical worth back into the centre of the process.
Evaluation is part and parcel of educating.
To be informal educators we are constantly called upon to make judgements, to make theory, and to discern whether what is happening is for the good.
We have, in Elliot W. In this piece we explore some important dimensions of this process; the theories involved; the significance of viewing ourselves as action researchers; and some issues and possibilities around evaluation in informal and community education, youth work and social pedagogy.
However, first we need to spend a little bit of time on the notion of evaluation itself. A less charitable reading would be that they were both increasingly concerned with micro-managing initiatives and in controlling the activities of new agencies and groups.
Their efforts were aided in this by developments in social scientific research. Of special note here are the activities of Kurt Lewin and the interest in action research after the Second World War. As a starter I want to offer an orienting definition: Evaluation is the systematic exploration and judgement of working processes, experiences and outcomes.
It pays special attention to aims, values, perceptions, needs and resources. There are several things that need to be said about this.
First, evaluation entails gathering, ordering and making judgments about information in a methodical way. It is a research process.
Second, evaluation is something more than monitoring. Evaluation involves making careful judgements about the worth, significance and meaning of phenomenon. Third, evaluation is very sophisticated. There is no simple way of making good judgements.
It involves, for example, developing criteria or standards that are both meaningful and honour the work and those involved. Fourth, evaluation operates at a number of levels.
It is used to explore and judge practice and programmes and projects see below. Last, evaluation if it is to have any meaning must look at the people involved, the processes and any outcomes we can identify. Appreciating and getting of flavour of these involves dialogue.
This makes the focus enquiry rather than measurement — although some measurement might be involved Rowlands The result has to be an emphasis upon negotiation and consensus concerning the process of evaluation, and the conclusions reached.
Three key dimensions Basically, evaluation is either about proving something is working or needed, or improving practice or a project Rogers and Smith The first often arises out of our accountability to funders, managers and, crucially, the people are working with. The second is born of a wish to do what we do better.
We look to evaluation as an aid to strengthen our practice, organization and programmes Chelimsky To help make sense of the development of evaluation I want to explore three key dimensions or distinctions and some of the theory associated.emotionally firm and sure that’s why they possess contented personality (DeNeve & Cooper, ) and this blissful personality is the key feature of contented life and job satisfaction (Judge et al.
). Evaluation for education, learning and change – theory and practice Evaluation for education, learning and change – theory and practice. Evaluation is part and parcel of educating – yet it can be experienced as a burden and an unnecessary intrusion.
Personality disorders are a type of mental disorder that can damage lives and relationships if left undiagnosed and untreated. People who have personality disorders can express a wide range of emotions and behaviors that are considered detrimental to relationships, causing friends and family to withdraw from the individual.
Research shows that couples may look like they share personality traits. Parts of normal brains change in size and activity level due to conditioned responses. sociopaths and other high. Be sensitive to your child's signals. When a child is extremely easygoing, we sometimes assume that any change is okay.
Be sure to find some one-on-one quiet time to enjoy together. Jan 04, · They find it hard to imagine their beliefs and values could significantly change — even though most of us actually change our views often as time progresses.
2. In a similar vein, people have a tendency to recognize that their personalities and preferences have changed in the past but misunderstand that personalities and .