Self-evaluation in adult education – opening the space for democratic Dialog or mere technicism?
Dr. Tanja Možina

Summary:   The paper deals with various aspects of self-evaluation in education. Analysis of different models of evaluation in terms of the aims and objectives shows that the definition of evaluation changed with time and became more complex. This had an impact on the understanding of self-evaluation. Purposes and objectives of the (self)evaluation can be primarily connected to improvement and development or to the concept of accountability. Another key aspect is reflected in the fact whether it is a formative or summative evaluation. The analyse of participatory approaches to self-evaluation have showed that the processes and procedures of self-evaluation have to be explained to the participants in such a way that they will understand them. Self-evaluation has to become closer to everyday human experience. Different conceptual aspects of self-evaluation and practical solutions that have been implemented in the field of adult education in Slovenia, are analysed using as a case model the self-evaluation approach Offering Quality Education to Adults (OQEA). 

* Full text article is only available in Slovenian language.
Journal of Contemporary Educational Studies is
published with support of Slovenian Research Agency.