Evaluation of Adult Learners: Ethical Issues

Abstract

In this article, the author presents an overview of the different types of evaluation, or assessment, typically used in college and university settings. Three ethical issues commonly identified when evaluating adult learners are discussed: learner readiness, evaluation credibility, and the power issue. Learner‐centred or collaborative programs are suggested as the type of learning experience that could best resolve the ethical dilemmas when assessing adults. As more and more adults are returning to the classroom, the question of how to provide meaningful evaluation is a challenge facing many educators. Increasing numbers of adult learners are demanding a high quality learning experience, including assessments that are appropriate to their needs. An examination of the various styles of evaluation available will provide insight into how facilitators can make such changes in their curricula. In this article, I will describe the methods of evaluation typically used to assess adult learners in self‐directed learning (SDL) and in teacher‐directed learning (TDL) situations. Some advantages and disadvantages of each method will be stated, followed by a description of selected ethical issues associated with evaluation in each case. I will also discuss the middle ground between SDL and TDL. In my opinion, this middle ground, often called learner‐centred and collaborative learning, is becoming popular in institutional programs. I will examine the possibility that evaluation techniques in this middle zone may act to resolve some ethical dilemmas of assessing adults.