Review of The Art of Evaluation: A Handbook for Educators and Trainers

Abstract

This book focuses on adult learners enrolled in college or other post-secondary institutions and their needs. Throughout the book, the authors argue, "Adults have rather fragile egos" (p. 25), "Adult learners have their own purposes and motivation for learning" (p. 44), and "adults learn concepts experientially" (p. 83). However, I would be hard-pressed to find a child or adolescent who did not fit these descriptions as well. Indeed, the book could be directed at learners of all ages without much adaptation. The only type of learner that may have distinct assessment needs is the adult who is involved in work-related training activities. Although the authors identify this type of learner as being a focus of discussion, there is no section of the book that is specifically concerned with the unique needs or assessment concerns related to these individuals. Instead, comments aimed at trainers are woven throughout the book. Such integration makes it somewhat difficult to understand how assessment practices might best be adapted to suit this type of learner. While the chapters of the book outline the importance of including learners in identifying assessment criteria, the assessment of these criteria along a continuum of cognitive complexity is absent from the discussion. An understanding of such increasing levels of complexity is also missing from many of the assessment tool examples provided in the toolbox section of the book. For instance, one rating scale provided for evaluating journals identifies assessment criteria to be evaluated such as "responses are complete," and "responses link personal experience and other resources with the course material" (p. 160). The educator is then expected to assess learner achievement of these criteria on a 6-point scale that ranges from dependent (score point 1) to superior (score point 6). However, descriptions or definitions of the score points are not provided. If a student (or an assessor for that matter) is not aware of how a rating of competent (score point 4) differs from a rating of proficient (score point 5), then how will this individual know that he or she was assessed fairly? In addition, how will the learner know what is required to advance to the next level of learning? Assessment rubrics with clearly-defined learning criteria and continua of cognitive expectations would enhance many of the tools provided for educator or trainer use.