{"title":"评估终身学习支持系统中的学习需求和结果","authors":"K. Kraiger, Natalie E. Wolfson","doi":"10.1093/OXFORDHB/9780195390483.013.0140","DOIUrl":null,"url":null,"abstract":"This chapter describes methods of assessing the learning needs and evaluating the development of individuals within the context of a lifelong learning support system. Because lifelong learning is self-directed and informal in nature, the authors propose a needs assessment and evaluation design that is customized by the learner to their unique needs. Learners are first assessed on organizationally relevant as well as lifelong learning–relevant competencies and then linked, in a matrix format, to lifelong learning opportunities within and outside the organization that suit their competency needs. The chapter then proposes that, as learners engage in lifelong learning activities, they are periodically evaluated in terms of their improvement along these competencies. This information can be used to modify individuals’ lifelong learning program as well as, on the aggregate level, to inform decisions about how to allocate organizational resources and provide evidence to support lifelong learning systems.","PeriodicalId":340513,"journal":{"name":"The Oxford Handbook of Lifelong Learning, Second Edition","volume":"25 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2011-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":"{\"title\":\"Assessing Learning Needs and Outcomes in Lifelong Learning Support Systems\",\"authors\":\"K. Kraiger, Natalie E. Wolfson\",\"doi\":\"10.1093/OXFORDHB/9780195390483.013.0140\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This chapter describes methods of assessing the learning needs and evaluating the development of individuals within the context of a lifelong learning support system. Because lifelong learning is self-directed and informal in nature, the authors propose a needs assessment and evaluation design that is customized by the learner to their unique needs. Learners are first assessed on organizationally relevant as well as lifelong learning–relevant competencies and then linked, in a matrix format, to lifelong learning opportunities within and outside the organization that suit their competency needs. The chapter then proposes that, as learners engage in lifelong learning activities, they are periodically evaluated in terms of their improvement along these competencies. This information can be used to modify individuals’ lifelong learning program as well as, on the aggregate level, to inform decisions about how to allocate organizational resources and provide evidence to support lifelong learning systems.\",\"PeriodicalId\":340513,\"journal\":{\"name\":\"The Oxford Handbook of Lifelong Learning, Second Edition\",\"volume\":\"25 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2011-03-11\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"2\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"The Oxford Handbook of Lifelong Learning, Second Edition\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1093/OXFORDHB/9780195390483.013.0140\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"The Oxford Handbook of Lifelong Learning, Second Edition","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1093/OXFORDHB/9780195390483.013.0140","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Assessing Learning Needs and Outcomes in Lifelong Learning Support Systems
This chapter describes methods of assessing the learning needs and evaluating the development of individuals within the context of a lifelong learning support system. Because lifelong learning is self-directed and informal in nature, the authors propose a needs assessment and evaluation design that is customized by the learner to their unique needs. Learners are first assessed on organizationally relevant as well as lifelong learning–relevant competencies and then linked, in a matrix format, to lifelong learning opportunities within and outside the organization that suit their competency needs. The chapter then proposes that, as learners engage in lifelong learning activities, they are periodically evaluated in terms of their improvement along these competencies. This information can be used to modify individuals’ lifelong learning program as well as, on the aggregate level, to inform decisions about how to allocate organizational resources and provide evidence to support lifelong learning systems.