Menntamál - 01.02.1972, Qupperneq 48

um það, hvort hlítarnám á eftir að hasla sér völl
sem kennsluaðferð, er leiði af sér annað og meira
en hentuga prófaðferð fyrir námsskrárgerð. Ef
vonir Blooms um að þetta kennsluform sé varða
á veginum til bættrar geðheilsu nemenda og já-
kvæðara viðhorfs til skólastarfsins eiga eftir að
rætast, er hlítarnám vissulega þess virði, að því
sé gaumur gefinn.
HEIMILDARRIT
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lysis and Planning of Chemistry Instruction.1' Sci-
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Block, J. H.: Mastery Learning. New York, Holt,
Rinehart & Winston, 1971.
Bloom, B. S.: „Learning lor Mastery". UCLA-CSEIP
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Bloom, B. S„ J. l’. Hastings and G. Madaus: Hand-
book of Forrnative and Summative Evaluation of
Student Learning. New York, McGraw-Hill, 1971.
Carroll, J. B.: „Problems of Measurement Related to
the Concept of Learning for Mastery". Eclucational
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Cronbach, L. J.: „Course Improvement through
Evaluation". Teachers College Record, 64 (1963),
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Gronlund, N. E.: Measurement and Evaluation in
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Harris, C. W.: „Some Issues in Evaluation". The
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Husk, T. R.: „Different Kinds of Evaluation and
tlicir Implications for Test Development". IJCI.A
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Kim, H.: „Mastery Learning in the Middle School".
KIRBS, RB-70-6 (Nov. 1970), 29-44.
Scrieven, M.: „The Methodology of Evaluation".
AERA Monograph Series on Curriculum Evalua-
tion, No. 1 (1967), 39-83.
Stake, R.: „Comments on Professor Glaser’s Paper."
í M. C. Wittrock and D. E. Wiley, The Evalua-
tion of Instruction: Issues and Problerns, New York,
Holt, Rinehart & Winston, 1970, bls. 86—91.
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Instruction. Chicago, The University of Chicago
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MENNTAMAL
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