The name is absent



269


8.M Reflection and theorising

The Research Group were critical of the timing and the nature of the
course work procedure. They felt that despite the aims of the Alter-
native Course and the attempts or protestations of staff, the course
work at the end of the day became less for them as individuals or

groups but about them


in that work had to be handed in for grading

and was no longer available to be worked


... 16
with.


The assessment pro-


cedure since


then has


undergone


substantial


Il


odif ication


but the


question remains whether the modifications are sufficient or whether

they do not point


in the direction of


student assessment as a part



of this reflective process

All of the school group work discussed in this section is directly
related to Course work. It relates to basic aims of the course to
do with depth and breadth of educational thinking and the capacity

to engage


a professional dialogue and in


attempting to


show the


course at work in these ways it perhaps enables a different perspective

on the


ques⅛tons of assessment


of what and by whom.


a) In depth work

The desirability of depth of educational thinking, academic reading
and research permeate higher education and have influenced its
professional Outreaches. The direction of the influence changes and in
teacher education is on occasion seen as questionable

(Taylor 1983 Hirst І98З). Postgraduate students it is

assumed, know how to read, research and present their work. The

be                            .     .. .

Research Group suggested that though this might/true for them in their

undergraduate courses such in depth work in new circumstances was
not a personal habit that could be relied upon. Personal and profes-

See Appendix II



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