| Introduction |
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1 | (5) |
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1 Approaching Curriculum Development Systematically |
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6 | (18) |
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Where does formative evaluation fit in? |
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6 | (2) |
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Why is it an iterative process? |
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8 | (2) |
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What approaches to evaluation are there? |
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10 | (1) |
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What kind of information do you need from formative evaluation? |
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11 | (2) |
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What, then, should your formative evaluation cover? |
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13 | (1) |
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How will you deal with the outcomes, and plan action? |
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14 | (1) |
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Don't neglect the students! |
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15 | (1) |
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The relationship between formative and summative evaluations |
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16 | (2) |
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Educational enquiries -- a case study describing modes of enquiry |
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18 | (6) |
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2 Choosing A Method Of Formative Evaluation - And Using It |
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24 | (13) |
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What do you want to know? |
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24 | (1) |
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The purpose should determine the method |
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25 | (2) |
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The potential to bring about change is an important consideration |
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27 | (1) |
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Multiple perspectives can enhance evaluation, and its usefulness |
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27 | (2) |
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Beware your own assumptions |
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29 | (1) |
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Consider resourcing carefully -- especially in terms of human resource |
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29 | (1) |
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Is the evaluation likely to convince those who receive it? |
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30 | (1) |
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31 | (3) |
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34 | (3) |
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3 Obtaining Information About The Immediate Learning Experience |
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37 | (20) |
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37 | (1) |
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Possible gender differences |
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37 | (1) |
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Method 3.1 Self-confidence surveys |
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38 | (1) |
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Method 3.2 Dynamic lists of questions -- studying learning during an event |
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39 | (1) |
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Method 3.3 Observations -- a method which depends on the assistance of a colleague |
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40 | (3) |
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Method 3.4 Critical incident technique |
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43 | (1) |
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Method 3.5 Talk-aloud protocols |
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44 | (3) |
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Method 3.6 Journals, diaries and logs -- which we regard as different |
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47 | (6) |
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53 | (1) |
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Method 3.8 Collecting comments from groups |
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54 | (3) |
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4 Obtaining Information About Immediate Reactions During The Learning Experience |
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57 | (8) |
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Method 4.1 Identifying students' constructs in relation to their learning |
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57 | (3) |
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Method 4.2 Interpersonal process recall |
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60 | (3) |
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Method 4.3 Journals -- again! |
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63 | (2) |
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5 Obtaining Information About Learning Outcomes |
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65 | (7) |
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Method 5.1 Concept mapping |
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65 | (3) |
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Method 5.2 Pre-testing and post-testing |
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68 | (1) |
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Method 5.3 Analysis of exam answers |
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69 | (1) |
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70 | (2) |
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6 Obtaining Information About Student Reactions After The Experience |
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72 | (21) |
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Method 6.1 Questionnaires |
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72 | (8) |
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80 | (3) |
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Method 6.3 Delphi techniques |
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83 | (1) |
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Method 6.4 A Letter to next year's students |
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84 | (2) |
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Method 6.5 A Closing `wash-up' session -- perhaps with a preparatory session |
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86 | (1) |
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Method 6.6 `Not quite' rounds |
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87 | (1) |
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Method 6.7 Collecting Post-its |
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88 | (1) |
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89 | (1) |
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Method 6.9 Stop/start/continue |
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90 | (3) |
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7 Identifying Topics That Merit Further Evaluative Enquiry |
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93 | (5) |
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Method 7.1 Nominal group technique |
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93 | (1) |
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94 | (1) |
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Other methods that can point to further enquiry |
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95 | (3) |
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8 Formative Evaluation Of Assessment |
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98 | (12) |
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Why include assessment here, anyway? |
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98 | (1) |
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The need for improvement -- and hence for evaluation |
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99 | (1) |
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How can these factors be evaluated? |
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100 | (10) |
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9 Action Research And Its Impact On Student Learning |
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110 | (5) |
| Appendix Reminder sheets for colleagues who assist you |
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115 | (9) |
| References |
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124 | (5) |
| Further reading |
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129 | (2) |
| Index |
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131 | |
Lisainfo e-raamatute kohta