ABSTRACT
Assessment and evaluation practices should be responsive to the beliefs about adult learning; however, no single indicator provides sufficient information about the multidimensional nature of adult learning. Assessment and evaluation methods can be judged by the degree to which they challenge students, promote learning transfer, require metacognition and self-reflection, involve discussion and feedback, and teach the knowledge or skills that adult learners want to attain. Adult learners can be vested stakeholders in assessment and evaluation processes. The metrics of program viability require adult educators to develop the ability to advocate for valuable programs using language that is most likely to be heard by those holding the purse strings and institutional power. Adult educators need to become proficient with assessment and evaluation processes while simultaneously resisting demands for conformity and couple these skills with a critical viewpoint so the ways that neoliberal values are influencing educational practice can be contested.
