"As coach and facilitator, the teacher uses formative assessment to help support and enhance student learning, As judge and jury, the teacher makes summative judgments about a student's achievement..."
Atkin, Black & Coffey (2001)
Atkin, J M., Black, P.J., Coffey, J.E. (Eds.) (2001) Classroom Assessment and the National Science Education Standards. National Research Council, National Academy Press: Washington DC.
[S]tudents cannot learn what either teachers or technologies know. Rather, students learn from thinking – thinking about what they are doing or what they did, thinking about what they believe, thinking about what others have done and believe, thinking about the thinking processes they use – just thinking. Thinking mediates learning. Learning results from thinking.
This paper proposes an action research model as basis for the management of change in continuing professional distance education (CPDE). The model proposed emerged from the need to manage a
complex change process from traditional paper-based distance education to e-learning. In order to illustrate and support the model proposed, this paper describes and discusses such a change process in a CPDE Masters programme.
The Educational Management Action Research (EMAR) model conjugates pedagogical thinking, curriculum design and organisational context. This model facilitates dialogue of all parties engaged in the design and delivery of CPDE. This enables educational managers to effectively lead change in their courses.