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ERIC Number: ED375146
Record Type: RIE
Publication Date: 1994
Pages: 53
Abstractor: N/A
Recent Developments Concerning Individual Study Programmes in Higher Education and Alternative Assessment Procedures for Students.
Dochy, Filip J. R. C.; Moerkerke, G.
The need for study programs that fit better to the characteristics of learners, their interests, and the labor market has led education from being supply driven toward being demand driven. The construction of individual study programs requires appropriate assessment methods. The technologies generally available for assessment seem to reinforce the supply-driven nature of assessment, but demand-driven education, where students influence content selection and teaching is growing. The central finding of research of the past 15 years is that the key to developing an integrated and generative knowledge base is to build on the learner's prior knowledge. An empirical study is reported that focuses on the application of new forms of assessment for individual study programs, concentrating on prior knowledge and progress assessment. Questionnaire responses of 2,000 university students show that students largely agree with the use of prior knowledge state and progress tests and that their aims are improvement of knowledge and of study methods. Seven graphs and one table present study findings. (Contains 60 references.) (SLD)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 4-8, 1994).