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The Theory and Practice of Evaluating Transformative Learning Processes

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European Perspectives on Transformation Theory

Abstract

This chapter aims at defining a framework for the most recent approaches and tools used to evaluate Transformative Learning (TL) processes and its outcomes. Many experiences and tools have been discussed and validated in the international debate. The literature shows that there are different approaches to validate and use these tools suggesting that TL Theory (TLT) is interpreted in many ways. This chapter provides a critical analysis of the European and American approaches and tools used to evaluate TL processes. The objectives of the chapter are to: (1) show the state of the art of assessment perspectives in TLT; (2) define a framework to categorize them; (3) depict a possible evolution of TL assessment approaches.

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Author information

Authors and Affiliations

  1. University of Siena, Siena, Italy

    Claudio Melacarne

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  1. Claudio Melacarne
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Correspondence to Claudio Melacarne .

Editor information

Editors and Affiliations

  1. Teachers College, Columbia University, New York, NY, USA

    Ted Fleming

  2. Hellenic Open University, Athens, Greece

    Alexis Kokkos

  3. The Department of Adult and Community Education, Maynooth University, Maynooth, Kildare, Ireland

    Fergal Finnegan

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Melacarne, C. (2019). The Theory and Practice of Evaluating Transformative Learning Processes. In: Fleming, T., Kokkos, A., Finnegan, F. (eds) European Perspectives on Transformation Theory. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-19159-7_13

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  • DOI: https://doi.org/10.1007/978-3-030-19159-7_13

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  • Publisher Name: Palgrave Macmillan, Cham

  • Print ISBN: 978-3-030-19158-0

  • Online ISBN: 978-3-030-19159-7

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