The instructional strategies which were the direct outcomes of the research, became a catalyst for engaging learners and instructor in thoughtful, evaluative activities and were introduced for the first time. The positioning and inclusion of learner evaluation with instruction, influenced by the multiple perspectives, has produced changes and improvements in the educational practice. It would appear that learners, through verbal articulations and positive body language, have endorsed the new method of thinking about and assessing their own learning.
A basic premise of the action research methodology is its cyclical nature. Thus, it is anticipated that the process will become iterative as further development and revision is made of the evaluative approach to learning instruction. This process has the potential for producing a modifiable tool for individual learner assessment.
About the Author
Julie Salembier is the instructor/coordinator at the Molson-Edmonton Learning Centre. She is commencing her sixth year there and has been involved in adult education and project work in workplace essential skills for 12 years.
|Previous Page||Contents||Next Page|