Abstract
This chapter presents a new approach to evaluation called evaluation for knowledge. We suggest that this approach conceals the capacity to support the emergence of authentic learners’ communities and thus contribute to quality of learning and provide criteria for its evaluation. To confront this idea, we will present the bases and the characteristics of the evaluation for knowledge approach and its convergence with the emerging process of learners’ community. Two cases will then be describe to illustrate this convergence. Finally, we will suggest a set of instruments that could be used to implement evaluation for knowledge.
The original version of this chapter was revised: The copyright line was incorrect. This has been corrected. The Erratum to this chapter is available at DOI: 10.1007/978-0-387-35700-3_33
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© 2003 IFIP International Federation for Information Processing
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Henri, F., Charlier, B., Daele, A., Pudelko, B. (2003). Evaluation for knowledge. In: Davies, G., Stacey, E. (eds) Quality Education @ a Distance. IFIP — The International Federation for Information Processing, vol 131. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-35700-3_23
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DOI: https://doi.org/10.1007/978-0-387-35700-3_23
Publisher Name: Springer, Boston, MA
Print ISBN: 978-1-4757-1039-7
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