CURRENT TRENDS AND THEORETICAL ASPECTS OF LEARNING OUTCOMES ASSESSMENT IN ADULT NON-FORMAL EDUCATION

Abstract

The article discusses current trends and theoretical aspects of assessing learning outcomes in informal adult education. It analyses the impact of changes in pedagogical practice, in particular the transition from classical to mosaic learning culture, the technocratisation of education and the changing role of the teacher. It highlights different assessment philosophies: traditional, interactive, and learner-centred. It summarises the main functions and didactic principles of assessing and monitoring learners' knowledge. It examines contemporary methods of assessment and knowledge monitoring, including peer assessment, self-assessment, and formative assessment. The article aims to improve the effectiveness of the educational process in informal adult education.