Evaluation of Continuing Professional Education: Toward a Theory of Our Own
Program evaluation theory seeks to make the evaluation of continuing professional education a transparent process. This chapter introduces the Situated Evaluation Framework, which situates the learner and knowledge assessment at the junction of the educational context, the practice context, and the...
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| Veröffentlicht in: | New directions for adult and continuing education 2000-06, Vol.2000 (86), p.43-53 |
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| container_end_page | 53 |
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| container_issue | 86 |
| container_start_page | 43 |
| container_title | New directions for adult and continuing education |
| container_volume | 2000 |
| creator | Ottoson, Judith M. |
| description | Program evaluation theory seeks to make the evaluation of continuing professional education a transparent process. This chapter introduces the Situated Evaluation Framework, which situates the learner and knowledge assessment at the junction of the educational context, the practice context, and the evaluation context. |
| doi_str_mv | 10.1002/ace.8605 |
| format | Article |
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| fulltext | fulltext |
| identifier | ISSN: 1052-2891 |
| ispartof | New directions for adult and continuing education, 2000-06, Vol.2000 (86), p.43-53 |
| issn | 1052-2891 1536-0717 |
| language | eng |
| recordid | cdi_crossref_primary_10_1002_ace_8605 |
| source | Wiley-Blackwell Journals; Education Source (EBSCOhost) |
| subjects | Adult Education Evaluation Methods Professional Continuing Education Program Evaluation Situated Learning |
| title | Evaluation of Continuing Professional Education: Toward a Theory of Our Own |
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