ABSTRACT
This book focuses on formal aspects of evaluation. This chapter discusses aspects associated with following-up learners’ progress. The process of follow up is concerned with quality issues; and with teachers interest in the ongoing progress of their learners. However, follow-up and checking have another context. Often learners are set projects, homework, assignments or a thesis. How do you give learners independence to complete these tasks, while you monitor the possible outcome in relation to your expectations? How do you balance the role of giving learners independence with evaluation of how the tasks are progressing?
