Formative Evaluation Following BEd Program Revisions: Background and Insights

Authors

  • Fern Snart
  • Al MacKay

DOI:

https://doi.org/10.11575/ajer.v47i3.54876

Abstract

The value of ongoing evaluative feedback in undergraduate education programs is exemplified in this article, with a particular focus on program revision and the relevance and impact of contextual variables throughout the change process. Revision of the Bachelor of Education (BEd) program at the University of Alberta from a four-year to a "one plus three" delivery model is described, including the results of an initial formative evaluation of one component of the program. Points of consideration are suggested for others considering program revisions in faculties of education or other university faculties.

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Published

2001-10-01

How to Cite

Snart, F., & MacKay, A. (2001). Formative Evaluation Following BEd Program Revisions: Background and Insights. Alberta Journal of Educational Research, 47(3). https://doi.org/10.11575/ajer.v47i3.54876

Issue

Vol. 47 No. 3 (2001): Fall 2001

Section

ARTICLES

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