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By Judith W George and John Cowan

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Tyler was the originator of this approach. 6. For example, Scriven, M (1973) Goal free evaluation, in School Evaluation: The politics and the process, ed E R House, University of Berkeley, CA. 7. On the value of illuminative enquiry, see Parlett, M and Hamilton, D (1972) Evaluation as illumination: a new approach to the study of innovatory programmes , Occasional Paper 9, Centre for Research in Educational Sciences, University of Edinburgh. 8. 5, page 119. 9. On this and other aspects of evaluation we have found a valuable and accessible resource in Robson, C (1993) Real World Research: A resource for social scientists and practitionerresearchers, Blackwell, Oxford.

Otherwise we followed the same procedure. I encouraged the second student to begin at the beginning, and not to pick up where the first had left off. Then we changed for a third and last time, and did the same again. I now came out of the background and summarized what I had heard and noted. I reported that it had seemed to me that: certain points mattered quite strongly to at least one of you (and I listed examples, such as a tediously repeated explanation, and a welcome feedback on inaccurate responses); there were points on which you disagreed, or worked or reacted in different ways (and again I listed them); there were certain points or tasks or instructions that created problems for you, other than the difficulty of the material (another list); these features of the program were the ones that you praised or enthused about (a final list).

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. In this chapter we are interested in methods of formative education which unearth information about the needs which students brought to the activity, or which emerged from the activity, or which were outstanding after the activity; the students' reactions to the structure of the teaching and learning; and their feelings about the process in general.

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