106
was a feature of the Alternative Course. Small group work stressed
the part to be played by students in constructing their agenda and
this is represented in the research on the Course. But the research
itself especially its pilot phase gave the students a unique position
from which to comment on and influence the course. The students’
experience of the course is obviously not that of the staff and
the PGCE needs to find ways in which it can constantly be receptive
to the nature of the experience it affords to its participants.
Without this and however well intentioned the members of the partner-
ship may be, the course is likely to institutionalise as a part
of its organisation features which constitute problems for its
members .
the Alter-
The Sussex scheme moved towards minimal assessment and
native Course substantially changed its pattern of assessment during
the
decade
existence. The proposal for the present form
of
assessment
was made when the
Report on the Alternative Course
was
presented
to the University
in i98l. The research reported
in
the thesis
as well as that
Microfiche
the / was conducted before
this proposal
practice and this underlines the
signif icances
of forms of assessment in school-based courses. Along-
side changes
structures and changes in roles
and in pedagogy
assessment must also change. Once it does then
new possibilities
become apparent for an assessment which adequately
meets the profes-
sional needs
students and contributes to
professional
development
a quite unique way.
then
becomes necessary
to ask
such work should most appropriately
be seen as serving
the needs
of a formal assessment system or rather those of the
students themselves. If the latter were accepted then student self-
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