Monthly Archives: November 2012

Knowles M., et al (2005) The Adult Learner (6th ed.)

Knowles M., et al. (2005) The Adult Learner: The Definitive Classic in Adult Education and Human Resource Development. 6th edition. Amsterdam: Elsevier.

Although this is a recent edition of the book, the content doesn’t appear to have changed much. As a first-time reader, I’m disappointed by this.  I was interested in the concepts being presented, and in the discussion of various theoretical approaches to education (both of children and of adults); however, the references are primarily from the 1970s & 1980s, which became frustrating to me.  As a contemporary reader (and adult, self-directed learner), I would like to be informed of the latest thinking on the questions that the author(s) explore. Even if they didn’t choose to update Knowles’ original chapters, they could have included a list of further reading based on publications from the past 10 years.  As it is, I am left with the sure knowledge that things have developed in the past decade or two, but no guidance as to where to continue my reading.

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Hlavac, J. et al. Intake Tests for a Short Interpreter-Training Course: Design, Implementation, Feedback

Hlavac, J. et al. (2012) Intake Tests for a Short Interpreter-Training Course: Design, Implementation, Feedback. International Journal of Interpreter Education 4:1.

This article describes an assessment test designed and implemented as a pre-training admission process for a short (30-hour) community interpreter training program in Victoria, Australia.  The training was intended for speakers of “new and emerging languages” (p. 22).  The training program was offered in two cities, to two groups of students.  The trainers were not involved the design or administration of the test.  At the end of the training program, both trainers and trainees were asked to evaluate the intake test by completing a survey. 3 out of 5 trainers and 16 out of 25 trainees completed the evaluation survey. The authors’ focus was on judging the authenticity of the test–that is, whether “the relationship between test contents and the elicitation of skill performance during the test are those skills that were the focus of post-trest training.” 

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