This paper examines how university instructors can better evaluate adult learners by applying andragogical principles rather than traditional child-centered pedagogical methods. Drawing on Knowles's four principles of adult learning, as well as contributions from Forrest and Peterson, Hase and Kenyon, Moss and Van Duzer, and Fenwick and Parsons, the paper argues that conventional exams fail to capture what adult learners actually know and can do. It reviews project-based learning, journaling, self-evaluation, and peer-evaluation as more appropriate alternatives. The discussion and analysis sections consider the practical strengths and limitations of each method, while the implications for practice section outlines how instructors can restructure the assessment environment to give adult learners greater ownership of their educational outcomes.
A significant problem facing college students is that many of them are not being educated as adults. There is a meaningful difference in the way an adult approaches education and the way a child approaches education (Forrest & Peterson, 2006). Adult learning theory is an important concept because it recognizes that adults are not children and therefore should not be taught in the same way. This is a crucial distinction for teachers to understand so that they can be more impactful with adult learners. The specific problem for university students is that they are not being evaluated in a manner conducive to adult learning — a situation that may cause students to struggle unnecessarily and unfairly because their instructors fail to use appropriate evaluation methods. The research question this paper poses is: What are some effective ways to evaluate adult learning? This paper describes the relevant literature, discusses and analyzes the findings, and identifies the implications for practice.
As Forrest and Peterson (2006) point out, adult learning theory posits that adult learners are self-motivated, capable of self-direction, possess a wealth of experience they can draw upon to facilitate learning, and are generally active learners. This means that adult learners learn in ways that differ significantly from children, who often require considerable guidance and direction. Adults come to the classroom to learn something they do not yet know and genuinely want to understand. They know why they are there. Children typically do not know why they are there but accept it as given. Forrest and Peterson (2006) state: "Underpinning andragogy are four assumptions regarding learning: a self-directing self-concept; use of experience; a readiness to learn; and a performance-centered orientation to learning" (p. 113). In other words, self-direction is only one aspect. Another important element is the idea of performance-centered learning — that is, active learning. Active learning is what most distinguishes adult learners from child learners, and when evaluating adult learners, evaluation methods should be grounded in this concept (Forrest & Peterson, 2006).
Hase and Kenyon (2000) describe why adult educators should move away from andragogy toward heutagogy, following the recommendation of Knowles, who promoted the idea of self-directed learning. Whether this transition makes sense depends on whether adult learners have sufficient access to materials and enough time to learn independently. Adults are burdened by many responsibilities and will not necessarily have the same level of resiliency as children. They want to acquire information as efficiently as possible, and if they cannot easily do so on their own, self-directed learning may become more of a burden than a benefit.
Knowles (1984) identified four principles that should be applied to adult learning and that teachers should consider when evaluating students in the classroom:
1. Adults should be involved in the planning and evaluation of their own instruction.
2. Experience — including mistakes — should be viewed as an opportunity for providing the basis of learning activities.
3. Adult learners want to learn about subjects they believe will have immediate relevance and impact on their lives, whether educationally or professionally.
4. Adult learning should be problem-centered rather than content-centered, so that adult learners are more actively engaged in acquiring and applying knowledge rather than simply memorizing information for a test (Knowles, 1984).
"Core takeaways from andragogy and heutagogy literature"
"Critical evaluation of adult assessment alternatives"
"Practical recommendations for university instructors"
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