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By Judith W George and John Cowan

ISBN-10: 074943063X

ISBN-13: 9780749430634

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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.

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A Handbook of Techniques for Formative Evaluation: Mapping the Student's Learning Experience by Judith W George and John Cowan

by George

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