Adult Learning and Adult Education:
Irrelevant grading criteria is a complex issue. Rubrics provide assistance in clear and specific requirements for grading. Rubrics are "always distinguished from other tools used for assessing student work by the provision of actual descriptions of the desirable qualities or standards of work for the set criteria" (Alexander & Praeger, 2009). However, adult learning is constantly developing and ...
Challenges in grading adults and developing effective criteria
Principals of Adult Education - Basic Thoeries
Principals of Effective Practice in Adult Learning
Several theorists have developed philosophies of the most effective characteristics and behaviors a flourishing teacher should possess. It is relatively difficult to support such theories with quantitative data due to the fact that personality characteristics are almost incalculable. The study of adult learning cannot be without the study of psychology to rationalize the learning process. According to Knowles, Holton, and Swanson (2011), two main perspectives in the psychology of learning are behaviorists/connectionist and cognitive/gestalt theories. The purpose of studying effective teaching practices is to make a greater impact on the learner by developing the most efficient facilitator which may include several learning perspectives. "Teaching styles is the overall characteristics, attitudes, traits, and qualities that a teacher displays in the teaching and learning encounter" (Galbraith, 2004, pg. 6). An examination of the principles of practice in adult learning from the perspectives of Knowles and Long will be analyzed for the benefit of the adult learner.