Judith W. George - A handbook of techniques for formative evaluation: mapping the students learning experience

Kogan Page Limited

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VA 20166-2012

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Although this book remains subject to copyright, permission is granted free of charge to photocopy for personal use the checklist material in the Appendix.

INTRODUCTION

1. APPROACHING CURRICULUM DEVELOPMENT SYSTEMATICALLY

Where does formative evaluation fit in?

Why is it an iterative process?

What approaches to evaluation are there?

What kind of information do you need from formative evaluation?

What, then, should your formative evaluation cover?

How will you deal with the outcomes, and plan action?

Don't neglect the students!

The relationship between formative and summative evaluations

Educational enquiries a case study describing modes of enquiry

2. CHOOSING A METHOD OF FORMATIVE EVALUATION AND USING IT

What do you want to know?

The purpose should determine the method

The potential to bring about change is an important consideration

Multiple perspectives can enhance evaluation, and its usefulness

Beware your own assumptions

Consider resourcing carefully especially in terms of human resource

Is the evaluation likely to convince those who receive it?

The process

Our grouping of methods

3. OBTAINING INFORMATION ABOUT THE IMMEDIATE LEARNING EXPERIENCE

Our descriptions

Possible gender differences

Method 3.1 Self-confidence surveys

Method 3.2 Dynamic lists of questions studying learning during an event

Method 3.3 Observations a method which depends on the assistance of a colleague

Method 3.4 Critical incident technique

Method 3.5 Talk-aloud protocols

Method 3.6 Journals, diaries and logs which we regard as different

Method 3.7 Self-review

Method 3.8 Collecting comments from groups

4. OBTAINING INFORMATION ABOUT IMMEDIATE REACTIONS DURING THE LEARNING EXPERIENCE

Method 4.1 Identifying students' constructs in relation to their learning

Method 4.2 Interpersonal process recall

Method 4.3 Journals again!

5. OBTAINING INFORMATION ABOUT LEARNING OUTCOMES

Method 5.1 Concept mapping

Method 5.2 Pre-testing and post-testing

Method 5.3 Analysis of exam answers

Method 5.4 RSQC2

6. OBTAINING INFORMATION ABOUT STUDENT REACTIONS AFTER THE EXPERIENCE

Method 6.1 Questionnaires

Method 6.2 Interviews

Method 6.3 Delphi techniques

Method 6.4 A letter to next year's students

Method 6.5 A closing 'wash-up' session perhaps with a preparatory session

Method 6.6 'Not quite' rounds

Method 6.7 Collecting Post-its

Method 6.8 Focus groups

Method 6.9 Stop/start/continue

7. IDENTIFYING TOPICS THAT MERIT FURTHER EVALUATIVE ENQUIRY

Method 7.1 Nominal group technique

Method 7.2 Q-methodology