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In any teaching-learning situation it is advisable to carry on the process of continuous evaluation to identify strengths and overcome weaknesses. All too frequently such evaluations are seldom undertaken in higher education. As a result, instructors have little or no evidence available to judge the impact of their courses and are unable to discover the values and limitations of their offerings. The present study 1 was an initial effort carried out to mitigate this situation in the undergraduate reading methods course for elementary teachers at Western Michigan University.

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