Abstract
In recent years several teaching methods have been developed in higher education which place less emphasis on the lecture than is usual in undergraduate courses, particularly in the sciences. Instead, students spend much of their time studying the subject matter individually using specially designed materials. One method called the Keller Plan or the Personalized System of Instruction has become particularly widespread, but there are many other methods, and many different interpretations. Investigations into such innovative teaching methods in turn call for new approaches to the methodology of evaluation, and these will also be described. This thesis examines the growth and present state of such courses in Great Britain, and in the process both examines the lessons to be learnt from this, end also describes the evaluation methods used. This is first done by presenting the evaluation of one particular individual study course in case study form, as this illustrates the extent to which evaluation can aid course development. The experience gained from the early stages of the evaluation of this and other courses is then used in two ways: firstly to develop and to try out a resource package for use by teachers who wish' to evaluate their own individual study courses, and secondly to emphasize the need for, and suggest new theoretical approaches to small scale formative evaluation. Finally, the results of evaluation going beyond the provision of data are examined, paying particular attention to the interaction between the evaluator, the teacher, the aims for the course, and the course itself.