This article reports the development of an evaluation technique that uses adjective checklists as instruments for use by low-literate and marginally literate adults to provide assessments of their learning experiences in adult education and development programs. Vignettes of activities from three stages of the development process depict the range of groups and learning events used to refine the technique and to establish the reliability and validity of instrument scores. Recommended procedures are outlined for application of the technique, including the selection of adjectives, obtaining responses, summarizing results, and calculating scores and instrument statistics.
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