Judith W George and John Cowan's A Handbook of Techniques for Formative Evaluation: Mapping PDF
By Judith W George and John Cowan
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The authors--a once-skeptical chemistry professor and a director of review delicate to the troubles of her instructor colleagues--use a private voice to explain the fundamentals of outcomes-based evaluate. the aim of the ebook is to empower school to strengthen and preserve possession of evaluation through articulating the educational results and facts of studying which are applicable for his or her classes and courses.
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Extra info for A Handbook of Techniques for Formative Evaluation: Mapping the Student's Learning Experience
A careful analysis was made of the performances of students in the examination in question. This showed that the questions appeared, from the student performance in answering them, to be of comparable difficulty, and that, while few students completed all of the stipulated questions, most students scored about 75 per cent of the available marks in what they had managed to attempt. The clear inference was that it was shortage of time, and not of ability, which was the root cause of low marks. The assertion of stupidity fell, although it was then open to the teacher to adopt a new hypothesis, of a slow rate of working!
4, page 43. 10. 2, pages 60 and 123. 11. For advice on analysis of data in general, see Robson, C (1993) Real World Research: A resource for social scientists and practitioner-researchers, pp 303–408, Blackwell, Oxford. 12. , Technical Journal, 10 (1), pp 31–32. 13. See Lee, M (1997) Telephone tuition project report, Open University in Scotland, Edinburgh. < previous page page_36 next page > < previous page page_37 next page > Page 37 CHAPTER 3 OBTAINING INFORMATION ABOUT THE IMMEDIATE LEARNING EXPERIENCE.
Previous page page_36 next page > < previous page page_37 next page > Page 37 CHAPTER 3 OBTAINING INFORMATION ABOUT THE IMMEDIATE LEARNING EXPERIENCE. In this chapter we are interested in methods of formative education which unearth information about the needs which students brought to the activity, or which emerged from the activity, or which were outstanding after the activity; the students' reactions to the structure of the teaching and learning; and their feelings about the process in general.
A Handbook of Techniques for Formative Evaluation: Mapping the Student's Learning Experience by Judith W George and John Cowan