By Judith W George and John Cowan

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Extra resources for A Handbook of Techniques for Formative Evaluation: Mapping the Student's Learning Experience

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Notes 1. 5, pages 44 and 119. 2. 2, pages 60 and 123. 3. 4, page 84. 4. 2, pages 39 and 115. 5. As discussed in Chapter 8, Question 10. 6. 9, page 90. 7. See Perry, W (1970) Forms of Intellectual and Ethical Development during the College Years: A scheme, Holt, Rinehart and Winston, New York, who identified nine stages of development; see also Belenky, M F et al (1986) Women's Ways of Knowing: The development of self, voice and mind, Basic Books, New York. 8. 4, page 84. < previous page page_35 next page > < previous page page_36 next page > Page 36 9.

OUR GROUPING OF METHODS In the following five chapters, we have collected together methods that have been of use to us and may be of use to you. Our grouping is to some extent arbitrary and personal. We have assembled ideas according to the purpose for which the method is, in our own experience, most useful; and since we recognize that some methods are useful for more than one purpose, we know that this subdivision may create difficulties for some readers, especially those with experience in this field.

4. See also Calder, J (1994) Programme Evaluation and Quality , Kogan Page, London. She outlines many aspects of the developmental stage of a course or programme which are not strictly formative evaluation, but which contribute significantly to the quality of work; peer comment, for example, instructional design input, student advocacy, quality improvement workshops, developmental testing and piloting. 5. For example, Tyler, R W (1949) Basic Principles of Curriculum and Instruction, University of Chicago Press.

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