Publisher's Synopsis
Any course evaluator who has tried to evaluate a course of study knows just how difficult it is to get the right sort of information; the goals of a course are often unclear, a programme often has no other programme to compare it with, and they may be asked to judge a curriculum without knowing if it was actually followed. They also face difficulties in persuading teachers to use assessments to improve their teaching. The contributors use a series of case studies to show how improvements in evaluation methods can help to shape better education policy.
