By Judith W George and John Cowan
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This e-book makes a speciality of dilemmas inherent within the perform of evaluate within the modern context. New sorts of evaluate are being brought in all sectors of schooling and coaching, and the tradition of overview is transferring. The authors during this quantity talk about the perform of overview, reporting empirical learn on modes of evaluate inside a number of academic contexts, whereas additionally addressing conceptual and theoretical points of evaluation.
The Sage guide of analysis on school room evaluate offers students, professors, graduate scholars, and different researchers and coverage makers within the businesses, firms, checking out businesses, and faculty districts with a entire resource of analysis on all elements of K-12 lecture room review. The instruction manual emphasizes concept, conceptual frameworks, and all forms of examine (quantitative, qualitative, combined equipment) to supply an in-depth figuring out of the information base in every one sector of school room evaluation and the way to behavior inquiry within the zone.
Additional info for A Handbook of Techniques for Formative Evaluation: Mapping the Student's Learning Experience
1, page 65. 11. 9, page 90 for the description of this activity as a technique of formative evaluation. 12. 9, page 90. 13. That is, following the approach of Carl Rogers in which teaching is seen as a facilitation akin to counselling, with three main constituents – unconditional positive regard, empathy and congruence. See Rogers, C R (1967) On Becoming a Person , Constable, London. 14. Eng thesis, Heriot-Watt University, Edinburgh. 15. 1, page 121. 16. See Kolb, D A (1984) Experiential Learning , Prentice Hall, New York.
That is not the case when individuals talk through a procedure on tape, which is then to be analysed. The variant we have described, therefore, has the advantage of avoiding, or at least reducing, the effect of inhibition. Note, incidentally, that students' protocols are likely to be markedly individual, and hence difficult to summarize and compare in the usual ways. For that reason, however, they provide thought-provoking insights into the extent and nature of individuality in learning, and are a splendid source of data about how that individuality leads different students to tackle problem-solving situations, and to encounter their own particular difficulties.
2, page 115. 18. See Cowan, J et al (1988) Report on project to assess tools for formative evaluation, Open University in Scotland, Edinburgh. 19. See, for example, Boyd, H R, Adeyemi-Bero, A and Blackhall, R F (1984) Acquiring professional competence through learner-directed learning – an undergraduate < previous page page_22 next page > < previous page page_23 next page > Page 23 perspective , Occasional Paper No. 7, Royal Society of Arts, London; Cowan, J (1984) Learning contract design: a lecturer's perspective , Occasional Paper No 7, Royal Society of Arts, London; Boyd, H R and Cowan, J (1986) The case for self-assessment based on recent studies of student learning, Assessment and Evaluation in Higher Education, 10 (3), pp 225–35.
A Handbook of Techniques for Formative Evaluation: Mapping the Student's Learning Experience by Judith W George and John Cowan