One of the easier aspects of the cognitive apprenticeship model is that proficiency at specific knowledge, skills, and abilities is often self-evident: Practitioners are aware of what they have already mastered. Novice practitioners and/or those who are unsure of how their knowledge, skills, and abilities might pertain to a particular task or activity only need to view examples or recordings of the task or activity being performed and self-evaluate on the basis of that.
Formative assessment is an integral and immediate aspect of apprenticeship practices and, since learning in the department/programme/institute is not for credit, no summative assessment is necessary.
- Programme Aims and Objectives
- Organisational Structure and Context
- Programme Participants
- The Cognitive Apprenticeship Model
- Example Activities/Tasks
- Programme Delivery and Integration
- Evaluation and Assessment
- Participant Support: Necessary and Sufficient Conditions for Psychological Change
- The Programme as an Agent of Change