h e paper analyzes the studies and researches concerning evaluation in adult education emphasizing the succession of dif erent perspectives starting from the Fifties. Only in the Eighties, thanks to an international perspective on adult education, assessment assumes a primary importance, not only in the determination of the initial objectives and the i nal outcomes of the formative process, but also during the process. It should be noted, therefore, the change of adult education patterns over the decades and, consequently, the evolution of the forms of assessment including the processes and contexts in which they occur
File in questo prodotto:
Non ci sono file associati a questo prodotto.