An Adult Learner Assessment
Historically, much of the work on adult learner assessment has focused on performance-based results (see for example Ananda 2000, p. 27). The weakness of this paradigm, however, is that it uncritically places the responsibility for successful performance in the lap of the learner, with little or no consideration of institutional responsibility for learning outcomes. After all, performance is not a black-box event; it is influenced by a number of factors, ranging from the socio-economic background of a student to the forms of learning support offered by educational institutions. Moreover, performance is not the only learning outcome of significance.
As a response to these...
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