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
Yet that is demonstrably unsound reasoning, for a questionnaire, like any other method of formative evaluation, covers only part of the range of matters which merit regular reconsideration. One of the writers introduced tape–slide tuition to his undergraduate course at a time when that approach was relatively new. His students warmly praised the method, and would have confirmed that verdict if given a questionnaire to evaluate their reactions. They asked for more of this type of teaching – because they had 'learnt so much from it, so easily'.
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.
CONSIDER RESOURCING CAREFULLY – ESPECIALLY IN TERMS OF HUMAN RESOURCE We make this point through a few disconnected examples: One of us learnt more about his students' learning, and made more changes in his teaching, as a result of taking and analysing recorded protocols9 than from any other method of formative evaluation. But the price was one that he was not prepared to go on paying. Transcribing protocols is a dreary and difficult business. The subjects do not speak in carefully prepared or considered sentences, they often exclaim or mutter, and the tone and volume change continually.