increased and, in the terminology o

increased and, in the terminology of learning theory. the student receives continuous 'reinforcement'. This form of continuous assessment not only give him repeated knowledge of how he is progressing, but also diminishes gives the anxiety which arises from having a whole year is work assessed omnibus examination.
In fact, when a student has completed a programme or course based on the principles of programmed learning, there is really no need for a final tion along traditional lines. Having mastered each as he proceeded the student should be in a position to satisfy the criterion bebaviour when he has successfully ended the programme or course.The final assessment would up cover only the criterion behaviour and not all the steps that led to it.
If the teacher has been successful in organising his course, the student is "terminal behavior” should correspond with the “criterition behaviour” specified by the teacher at the outset. the terminal our of an appreciable number of students falls short of the criterion then the fault is as much in the teaching as in the learning. The emphasis is thus changed from students passing or failing to courses passing or failing,and it is essential, if education is to progress, that it should be possible to evaluate the efficiency of a course so that it can be modified and improved where necessary. After all, the principles of n programmed learning apply as much to the teacher as to the student, for how can he ever improve his teaching if he does not receive continual feedback from each individual student throughout the course? The success and future development of adult education will depend to a large extent upon an increasing insight into the student-teacher relationship. It is hoped that the principles of programmed learning will help to provide such insights, which should not only benefit both the teacher and the taught, but also everyone else with whom they come into contact