The evaluation of learning
Problems of assessment and the evaluation of student learning are currently being given more attention by teachers and students than at any other time. University teachers have expressed their concern at the shortcomings of traditional methods, students have protested and in some cases tom up their question papers. The shortcomings of conventional examining methods are well documented and a convenient recent symposium is to be found in Universities Quarterly (1967). This present paper suggests some possible approaches to the evaluation of student learning which could help to improve present procedures. What I am suggesting is akin to what is sometimes called 'continuous assessment', although the general line of the argument also bears on other methods of evaluation.