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The State of the Art
Approaches to Adaptation and Orientation of Methods
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academic academicians adapted evaluation adapted methods adjusted attention benefits Center for International component considered CRITERIA FOR ADAPTING devised disruption ditions education program settings educational material effects effort eval evaluation activities evaluation approaches evaluation by practitioners EVALUATION IN NONFORMAL evaluation methodologies evaluation of overall evaluation options evaluation procedures evaluation process existing evaluation methods explicit feasible feedback focus formal system formative evaluation funding generalizable goal-free graded according Graded options grams immediate program improvement initial instance International Education limited NEED FOR PRACTITIONER needs and constraints nonformal education programs nonformal education settings nonformal program objectives Options for Practitioner organizational oriented participatory evaluation paucity of evaluation possible prac practical practitioner evaluation practitioner ownership practitioners in nonformal preliminary problem Program clientele program conditions program needs program personnel quantifiable ques range reflecting and revising relevant self-employable short-term sophisticated staff and clientele stance STANFORD UNIVERSITY tion tioner tive typically University of Massachusetts useable by practitioners