How to Evaluate Continuing Education Programs
The Importance of an Adult Education Program’s Assessment Practices
Sep 7, 2008
The options for adults are unlimited when it comes to continuing education. However, today’s employers prefer graduates who have the ability to problem solve, think globally, write effectively, and be self starters. These skills are not evident in those who graduate from universities, colleges, and community colleges today [The Association of American Colleges and Universities, Survey of Employers 2008].
Adults need to add another item to their check list, beyond type of program, cost, and convenience. This item is determining how these institutions assess their level of understanding and learning.
Many employers do not feel that the traditional multiple choice assessments really determine a graduate’s ability to be successful in a career field. Employers now go beyond an applicant’s grade point average (GPA), they view how the GPA was earned [The Association of American Colleges and Universities, Survey of Employers 2008].
Adults, who are going back to school and want to take full advantage of the learning new information for career advancement or changing careers, must be sure they are taking courses which meet employers’ expectations. Adults who enroll in continuing education want to move beyond the entry level positions they may be in or want to avoid when changing careers.
Evaluating Continuing Education Assessment Practices
Evaluating an institution’s total program objectives is high on the agenda for anyone considering enrolling in a program. The following are assessment attributes which should be part of any continuing education program:
- Teamwork – does the program emphasize group efforts and projects?
- Ethical Judgment – does the program focus on the ability to choose right from wrong in critical situations?
- Intercultural Skills – does the program focus on cross cultural teaching and learning?
- Quantitative Reasoning – does the program require analysis of data to determine outcomes?
- Communication – does the program require strong oral communication within all courses?
- Adaptability – does the program include problem solving situations and projects?
- Critical thinking – does the program include courses and projects which require research and evidence of thought beyond basic course work?
- Writing – does the program have a strong emphasis on writing in all courses and projects?
- Self Starter – does the program place a value on being proactive in courses and projects?
- Global Knowledge – does the program emphasize the inclusion of views and understanding beyond the confines of the program?
According to the Association of American Colleges and Universities, Survey of Employers 2008 report, employers place a greater emphasis on grades and supervising faculty written evaluations from the following types of continuing education projects:
- Internships/Externships – these are the number one choice for most employers in determining the ability of a potential employee.
- Essay Exams – which measure the ability to problem solve, write correctly, and use analytical skills.
- Electronic Portfolios – which provide examples of completed work with written evaluations by faculty.
- Senior/Graduate Projects – which are comprehensive projects demonstrating depth of knowledge, problem solving, writing, and analytical ability.
Visit Education Planning for Continuing Education for additional factors to consider.
The ability to memorize facts and figures is nearly as important as knowing where to find the information, along with how to communicate the information. Communication is critical at all levels within the business, with other businesses, and internationally today.
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