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Shifting the paradigm: The use of multiple mode assessment strategies in distance teacher training programme for inclusivity

This paper was presented at the Distance Education and Teacher's Training in Africa (DETA) 2009 Conference, August 2009, Ghana. In a distance education situation learning occurs where the lecturer and the student are usually removed from each other in space and time (Yates &Tilson, 2000:7). In other words a significant proportion of education [that is, teaching, learning and assessment] is conducted where the lecturer and the student are separated from each other permanently or most of the time. In Perraton’s (2000:13) view open learning is an organisational activity based on the use of teaching materials, in which the constraints on study are minimised either in terms of access, or of time and place, pace, methods of study or any combination of these. The umbrella term ‘ open and distance learning’ is currently used to cover educational approaches where teacher trainees are taught and assessed at their schools, provided with learning resources to enable them to qualify without attending college in person or open up new opportunities for keeping up to date no matter where or when they want to study (Perraton, 2001:3). Assessment

Author:
Kofi Poku Quan-Baffour
URL:
URL
Conference:
Distance Education and Teacher Education in Africa DETA Conference 2009
Date:
2009
assessment    distance    holistic    inclusive    paradigm    shift    trainee   

 
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