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Problems in the context evaluation of individualized courses

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Abstract

From 1970 to 1974 an Individualized Study System (ISS) for mathematics courses for first year engineering students was developed. Because of changes in the curriculum, new courses had to be developed from August 1974. The context evaluation of these new courses (ISS-calculus) consisted mainly of the evaluation of the mathematics courses developed during the preceding years. After a year the Department decided to suspend ISS as a teaching system for calculus partly because of dissatisfaction of the teachers with ISS-calculus.

This paper consists of two parts. Part one (sections 1,2) is a case study and summarizes the development of the system from 1970 to 1975. It examines in detail the problems encountered in this development with special attention to the role of the executive teacher. The organization of an ISS-course and the planning decisions to be taken become more complex according to the number of executive teachers. In part two (sections 3,4) we provide a classification of ISS courses to illustrate the complexity of the system and we offer some general advice on the management of individualized study systems.

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Authors and Affiliations

  1. Department of Applied Mathematics, Section Educational Research, Twente University of Technology, Enschede, The Netherlands

    Tjeerd Plomp & Adri Van Der Meer

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  1. Tjeerd Plomp
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  2. Adri Van Der Meer
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Plomp, T., Van Der Meer, A. Problems in the context evaluation of individualized courses. High Educ 6, 437–452 (1977). https://doi.org/10.1007/BF00132528

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  • DOI: https://doi.org/10.1007/BF00132528

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