By Judith W George and John Cowan
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Extra info for A Handbook of Techniques for Formative Evaluation: Mapping the Student's Learning Experience
Previous page page_21 next page > Page 21 However, there is equally an argument to be made for the location of our four categories of enquiry on a continuum of development, with a grey area of overlap between stages, rather than any sharp discontinuity. Action research studies yield findings that are likely to provide much information of use in formative evaluation; and the methodologies that are used or developed in such studies lend themselves to adaptation for routine use in formative evaluation.
In a second-level module on personal development planning, several students, for example, wrestled in their journal entries with issues of time-management and prioritizing; that need being known, tutorial action could readily be provided. In a learning journal kept by a student on a Level 3 course in engineering design, the writer identified difficulty with the selection of effective ways to develop certain conceptual understanding and used the journal exercise as the first step towards finding a promising solution.
Choice of focus for evaluation can strengthen its impact or render the effort pointless. MULTIPLE PERSPECTIVES CAN ENHANCE EVALUATION, AND ITS USEFULNESS Consider the possibility and potential of a situation in which three approaches to evaluation were adopted – and were chosen to concentrate on rather different aspects of the curriculum. The tutor, for example, arranged for: Dynamic lists of questions,4 which offered a proven means of judging the planning of class sessions and judging their perceived effectiveness.