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Giving Helpful Evaluations to Learners

Giving Helpful Evaluations to Learners Giving Helpful Evaluations to Learners Stephen BrookfIeld s adult learners know (though they may keeping activity. An evaluation should not be some sort..iili not admit this to teachers, trainers, or final judgment writ in stone and accorded uncritical • facilitators), receiving evaluations is one undue reverence by its recipient. ofthe most emotionally intense phases To be helpful an evaluation should be educatioe; that in any learning episode. Some adults, who in their public is, itshould be integrated into the learning activity as part and professional personnas may occupy positions of of the effort to explore knowledge, develop skills, take criti­ power, prestige, and responsibility, can be reduced cally informed actions, and come to points of significant instantly to fearful childlike states of anxiety and depend­ insight. To be educative an evaluation should perform ence by the prospect of being evaluated. My students have three functions: (1) itshould help the recipient become told me how the envelopes with my college's logo printed more adept and critically reflective in regard to the specific on the outside are like psychological letter bombs. Stu­ learning activity involved, (2) itshould assist learners to dents are aware that such envelopes usually contain my develop insight http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Adult Learning SAGE

Giving Helpful Evaluations to Learners

Brookfield, Stephen
Adult Learning , Volume 3 (8): 3 – Jun 1, 1992
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Publisher
SAGE
Copyright
© 1992 American Association for Adult and Continuing Education
ISSN
1045-1595
eISSN
2162-4070
DOI
10.1177/104515959200300808
Publisher site
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Abstract

Giving Helpful Evaluations to Learners Stephen BrookfIeld s adult learners know (though they may keeping activity. An evaluation should not be some sort..iili not admit this to teachers, trainers, or final judgment writ in stone and accorded uncritical • facilitators), receiving evaluations is one undue reverence by its recipient. ofthe most emotionally intense phases To be helpful an evaluation should be educatioe; that in any learning episode. Some adults, who in their public is, itshould be integrated into the learning activity as part and professional personnas may occupy positions of of the effort to explore knowledge, develop skills, take criti­ power, prestige, and responsibility, can be reduced cally informed actions, and come to points of significant instantly to fearful childlike states of anxiety and depend­ insight. To be educative an evaluation should perform ence by the prospect of being evaluated. My students have three functions: (1) itshould help the recipient become told me how the envelopes with my college's logo printed more adept and critically reflective in regard to the specific on the outside are like psychological letter bombs. Stu­ learning activity involved, (2) itshould assist learners to dents are aware that such envelopes usually contain my develop insight

Journal

Adult Learning – SAGE

Published: Jun 1, 1992

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