Assessment at the level of context, process and outcome: the experiential approach Ferre Laevers...

Assessment at the level of Assessment at the level of context, process and context, process and

outcome: outcome: the experiential approachthe experiential approach

Ferre LaeversFerre LaeversResearch Centre Research Centre

for Experiential Educationfor Experiential Education

Leuven UniversityLeuven University

A. Assessing the processA. Assessing the process

Quality in care and Quality in care and educationeducation

PROCESS OUTPUTobjectivesoutcomes

CONTEXT

meansprinciples

INVOLVEMENTWELL-BEING

Well-beingWell-being When children...When children...

feel at easefeel at easeact spontaneouslyact spontaneouslyare open to the world and accessibleare open to the world and accessibleexpress inner rest and relaxationexpress inner rest and relaxationshow vitality and self-confidence show vitality and self-confidence are in touch with their feelings and are in touch with their feelings and emotionsemotionsenjoy life enjoy life

...we know that their mental health is secured

InvolvemenInvolvementt

When children are...When children are...concentrated and focussedconcentrated and focussedinterested, motivated, fascinatedinterested, motivated, fascinatedmentally activementally activefully experiencing sensations and fully experiencing sensations and meaningsmeaningsenjoying the satisfaction of the enjoying the satisfaction of the exploratory drive exploratory drive operating at the very limits of their operating at the very limits of their capabilities capabilities

...we know that deep level learning is taking place

The Leuven The Leuven Involvement Involvement

ScaleScale5 levels5 levels

>>1 No activity1 No activity

>>2 Interrupted activity2 Interrupted activity

>>3 Activity without intensity3 Activity without intensity

>>4 Activity with intense 4 Activity with intense momentsmoments

>>5 Continuous intense activity5 Continuous intense activity

The scale for in-service The scale for in-service trainingtraining

>>1 Very boring – I stayed because it was 1 Very boring – I stayed because it was impossible to leaveimpossible to leave

>>3 I heard it all, but nothing really caught 3 I heard it all, but nothing really caught my my attentionattention

>>5 I‘m impressed by fascinating thoughts 5 I‘m impressed by fascinating thoughts that carry me awaythat carry me away

INVOLVEMENT IN 3 CHILDREN

3

5

9

5

0

2

10

13

0 0 01

19

8

00

2

4

6

8

10

12

14

16

18

20

22

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

CHI LD 1 = 2,7 CHI LD 2 = 3,5 CHI LD 3 = 4,3

Num

ber

of i

nter

vals

I NVOLVEMENT I N 10 SETTI NGS

3,5

3,9

3,53,4

3,53,6

3,1

3,43,3

3

2,8

3,1

3,4

3,7

4

1 2 3 4 5 6 7 8 9 10S e t t i n g s

Leve

ls o

f in

volv

emen

t

PROCESS ORIENTED CHILD MONITORING SYSTEM

Step 1 : Group screening for well-being and involvement

Group: 23 five year olds Date: October

NAMES WELL-BEING INVOLVEMENT COMMENTS

Abrachim ? L M H ? L M H ……………………………………

Tom ? L M H ? L M H ……………………………………

Ben ? L M H ? L M H ……………………………………

Olivier ? L M H ? L M H ……………………………………

Daan ? L M H ? L M H ……………………………………

Raf ? L M H ? L M H ……………………………………

J asper ? L M H ? L M H ……………………………………

Sebastiaan ? L M H ? L M H ……………………………………

Ward ? L M H ? L M H ……………………………………

Ruben ? L M H ? L M H ……………………………………

J oris ? L M H ? L M H ……………………………………

Stefaan ? L M H ? L M H ……………………………………

Frederik ? L M H ? L M H ……………………………………

J elle ? L M H ? L M H ……………………………………

Kaat ? L M H ? L M H ……………………………………

I lke ? L M H ? L M H ……………………………………

Els ? L M H ? L M H ……………………………………

Leen ? L M H ? L M H ……………………………………

Sara ? L M H ? L M H ……………………………………

Marijke ? L M H ? L M H ……………………………………

Eline ? L M H ? L M H ……………………………………

Elize ? L M H ? L M H ……………………………………

Mies ? L M H ? L M H ……………………………………

PROCESS

ORIENTED

CHILD MONITORING

SYSTEMStep 1 : Group screeningfor well-beingandinvolvement

SCANNINGSFORMULIER BETROKKENHEID

SCHOOLCODE: KLASCODE LEERKRACHTCODE:

VAK : AANTAL LLN

DATUM: BEGIN/EINDE INTERVAL: ..........u. ........ tot ..........u. ........

TOELICHTING CONTEXT

LEERLINGminimaal 1

SCOREomcirkel cijfer of tussenwaarde

TOELICHTINGbeschrijv ing van gedrag en ev. relevante contextgegevens

1 1 2 3 4 5

2 1 2 3 4 5

3 1 2 3 4 5

4 1 2 3 4 5

5 1 2 3 4 5

6 1 2 3 4 5

7 1 2 3 4 5

8 1 2 3 4 5

9 1 2 3 4 5

10 1 2 3 4 5

11 1 2 3 4 5

12 1 2 3 4 5

FREQU.

OMSCHRIJVING SCHAALWAARDEN

Niveau 1 GEEN ACTIVITEIT volledig afgehaakt - dromen - prullen - tijdvullend niet-functioneel gedrag

Niveau 2 VAAK ONDERBRO KEN ACTIVITEIT taakgerichte momenten + afhaken - beperkte mentale activiteit

Niveau 3 +/- AANGEHO UDEN ACTIVITEIT activiteit zonder echte concentratie - oppervlakkig volgen

Niveau 4 ACTIVITEIT MET INTENSE MO MENTEN momenten van concentratie & substantiële mentale activiteit

Niveau 5 AANGEHO UDEN INTENSE ACTIVITEIT doorlopend sterk geconcentreerd - volkomen opgeslorpt

- -

SCANNING

PROCEDURE

FOR

INVOLVEMENT

-distribution of scores in 2 classgroups-

Scanning Scanning ‘involvement’:‘involvement’:

results results 11 1.51.5 2 2.5 3 3.5 4 4.5 5 mean 2 2.5 3 3.5 4 4.5 5 mean

0 10 1 2 2 2 2 11 2 2 0 02 2 0 0 2.852.85

0 0 0 00 0 0 0 11 2 4 1 22 4 1 2 4.004.00

Scanning Scanning ‘involvement’: ‘involvement’:

< 2.9 2.9-3.2 3.3-3.6 3.7-4.0 >4.0< 2.9 2.9-3.2 3.3-3.6 3.7-4.0 >4.0

School 1 1School 1 1 2 2 3 3 2 2 0 0

School 2 1School 2 1 2 2 4 4 2 2 0 0

School 3 1School 3 1 0 0 7 7 3 3 0 0

School 4 2School 4 2 8 8 2 2 2 2 1 1

School 5 1School 5 1 0 0 5 5 3 3 0 0

School 6 1School 6 1 1 1 2 2 5 5 0 0

TotalTotal 77 1313 23 23 1717 1 1

-distribution of 61 classes (primary school)-

Questionnaire children (school a)

Involvement in grades 3 to 6 [8-12 yr]

0

5

1 0

1 5

2 0

2 5

3 0

3 5

4 0

4 5

5 0

Le z

en

Sp

ell

en

Lu

i st e

ren e

n s

pre

ken

Ste

llen

Ta a

lbe sc

hou

wi ng

Hoo

f dre

k en

en

Ci j

fer en

Met

end

re

k en

en

Me

etk

un

de

Vra

ag

stuk k

en

%

n 1

n 2

n 3

n 4

n 5

reading spe lling convers. compos . grammar mental ar. written ar. measur . geom prob.solv.

Questionnaire children (school a)

Involvement in grades 3 to 6 [8-12 yr]

0

10

20

30

40

50

60

70

80

90

%

n1

n2

n3

n4

n5

painting modelg drawing music gym swim. ph/soc sc. Contr.w. projects groupw. home w.

verwerking 1 - algemeen welbevinden

oktober

Welbevinden op school Welbevinden in de klas 2de jaar

toelichting toelichting

Naam score op 5

Gaan leerkrachten goed met je om?

Gaat ander personeel goed met je om?

Voel je je goed bij de andere leerlingen van onze school?

Vind je regels en af spraken op school redelijk?

Vind je lokalen en gebouwen aangenaam?

score op 5

I s er een toff e sf eer in jouw klasgroep?

Kan je jezelf zijn in jouw klasgroep?

Word j ij gepest in jouw klasgroep?

Achmed 3 ja ja nee nee nee 2 nee nee ja

Bjorn 4 ja ja ja nee nee 2 nee nee ja

Frederik 2 nee ja nee nee nee 1 nee nee ja

Glenn 4 ja ja ja ja ja 4 ja nee nee

Kevin 3 ja nee nee nee nee 2 nee nee ja

Kristel 1 nee nee nee nee nee 1 nee nee ja

Lieven 4 ja ja nee ja nee 5 ja ja nee

Mohamed 4 ja ja ja ja nee 4 ja ja nee

Sirche 4 ja ja ja ja ja 4 ja nee ja

Hakim 4 ja ja ja ja nee 4 ja ja nee

Fatima 5 ja ja ja ja ja 4 ja nee ja

Fien 3 nee ja ja nee nee 3 nee nee nee

Sylvio 4 ja ja ja ja ja 3 nee nee nee

Tom 4 ja ja ja nee ja 4 ja nee nee

Sarah 4 ja ja nee ja nee 2 nee ja ja

Stien 3 nee ja ja nee nee 4 ja nee ja

Sergio 3 ja ja ja nee nee 1 nee nee ja

J oris 1 nee nee nee nee nee 1 nee nee ja

Pieter 4 ja ja ja nee ja 5 ja nee nee

totaal: 19 3.3 aantal ja:14 aantal ja: 16 aantal ja: 12 aantal ja: 8 aantal ja: 6 2.9 aantal ja: 9 aantal ja: 4 aantal ja: 11

klas: 2d maand oktober vak Nederlands

Betrokkenheid toelichting door de leerling Competentie toelichting welbevinden

Naam leerkrachtscore leerlingscore

I s het mogelijk om geconcentreerd te werken tijdens de lessen?

Houdt de leerkracht rekening met je kunnen?

I s het altijd duidelijk wat je moet doen?

Zit er voldoendel afwisseling in de lessen?

Krijg je voldoende kansen om zelf aan het werk te zijn?

I s wat je leert zinvol en levensecht?

Heb je inspraak in het bepalen van de inhoud van de lessen?

Wordt er geluisterd naar leerlingen en met hun mening rekening gehouden?

leerkrachtscore leerlingscore Ben je geïnteresseerd in dit vak?

leerkrachtscore leerlingscore

Achmed 3 4 ja ja ja nee ja ja ja ja 3 4 3 3 4

Bjorn 3 4 nee ja ja ja ja ja ja ja 5 5 4 2 4

Frederik 2 3 nee ja ja nee ja ja ja nee 2 4 3 2 3

Glenn 4 4 ja ja nee nee ja ja ja ja 4 4 3 3 2

Kevin 3 3 nee ja nee nee ja nee ja nee 4 2 2 3 2

Kristel 1 1 nee nee nee nee ja nee nee nee 3 2 2 3 3

Lieven 4 5 ja ja ja ja ja ja ja ja 5 5 5 3 5

Mohamed 2 4 nee nee ja ja ja ja ja ja 2 5 4 2 4

Sirche 4 4 nee ja ja ja ja ja ja ja 2 4 4 4 3

Hakim 5 4 nee ja ja ja ja ja ja ja 4 4 4 4 4

Fatima 4 2 nee nee nee nee ja ja ja nee 4 3 3 3 4

Fien 4 3 nee nee ja nee ja ja nee ja 4 3 2 2 3

Sylvio 4 3 nee ja ja nee ja ja nee ja 3 4 4 3 3

Tom 5 4 nee ja nee nee ja ja ja ja 4 4 4 4 4

Sarah 5 4 nee ja ja ja ja ja ja ja 4 4 4 5 4

Stien 4 3 nee ja nee ja ja nee ja nee 2 3 3 3 4

Sergio 2 3 nee ja ja ja ja nee ja nee 4 3 3 3 4

J oris 3 3 ja nee ja nee ja nee nee nee 2 4 4 3 3

Peter 4 5 nee ja ja ja ja ja ja ja 4 5 5 2 5

totaal: 19

3.5 3.5 aantal ja: 4 aantal ja: 14

aantal ja: 13

aantal ja: 9

aantal ja: 19

aantal ja: 14

aantal ja: 15

aantal ja:12

3.4 3.8 3.5 3.0 3.6

Conclusions about assessing Conclusions about assessing the processthe process

Contains key information to improve qualityContains key information to improve quality immediate feedback about qualityimmediate feedback about quality

the shortest road to interventionsthe shortest road to interventions

A conclusive criterion for risk of stagnationA conclusive criterion for risk of stagnation tells who is taking advantage from our efforts tells who is taking advantage from our efforts and who doesn’tand who doesn’t

Name

Bart

Els

Jamal

Hans

Daan

Involvement

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

Competence

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

Comments

loves maths

gives up easily

afraid to make mistakes

finds maths boring

holds on to material

Excerpt from the "Process-oriented Monitoring System"Subject: mathematics in first grade of primary school

Process or product-oriented?

Involvement

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

B. The experiential view on B. The experiential view on developmentdevelopment

Shows excellent physical skills for his/her age, Shows excellent physical skills for his/her age,

which is demonstrated in a broad range of which is demonstrated in a broad range of

situations where movement is required. It is a situations where movement is required. It is a

pleasure observing his/her movements in pleasure observing his/her movements in

space: supple and graceful, purposeful and space: supple and graceful, purposeful and

with efficacy, in an adjusted pace, rhythmical, with efficacy, in an adjusted pace, rhythmical,

readily reacting to changes and signals. Picks readily reacting to changes and signals. Picks

up new patterns of movement very easily.up new patterns of movement very easily.

Gross motor development 1

Deep-level-learningDeep-level-learning

Holistic in natureHolistic in nature far from a checklist of isolated skillsfar from a checklist of isolated skills

grasps the essencegrasps the essence

Is very skilful in handling objects and tools: is Is very skilful in handling objects and tools: is

able to perform complex operations fluently able to perform complex operations fluently

and with precision. Masters a broad range of and with precision. Masters a broad range of

manipulations. Has an excellent co-ordination manipulations. Has an excellent co-ordination

of hand and fingers, detached from the rest of of hand and fingers, detached from the rest of

the body. Easily picks up new patterns of the body. Easily picks up new patterns of

movement.movement.

Fine motor development 2

Succeeds in expressing feelings and experiences Succeeds in expressing feelings and experiences

via artistic activities and deals with these via artistic activities and deals with these

experiences by expressing them. Has an eye for experiences by expressing them. Has an eye for

aesthetic aspects in dealing with space. Takes aesthetic aspects in dealing with space. Takes

advantage of the elements of design (symbols, advantage of the elements of design (symbols,

colours, proportions...) to express his/her colours, proportions...) to express his/her

intuitions and emotions. Can express him/herself intuitions and emotions. Can express him/herself

through a broad range of artistic forms of through a broad range of artistic forms of

expression and can fully enjoy artistic objects (art).expression and can fully enjoy artistic objects (art).

Expression through arts 3

Has a strong verbal capacity: succeeds in Has a strong verbal capacity: succeeds in

formulating experiences, perceptions and formulating experiences, perceptions and

thoughts with precision and in a fluent and thoughts with precision and in a fluent and

expressive way. Uses differentiated vocabulary expressive way. Uses differentiated vocabulary

and complex linguistic structures. Has a well-and complex linguistic structures. Has a well-

developed sense of symbols. Masters (initial) developed sense of symbols. Masters (initial)

reading and writing skills. reading and writing skills.

Reflects on language and linguistic properties.Reflects on language and linguistic properties.

Language 4

Is keen to explore and experience physical Is keen to explore and experience physical

phenomena. Has a differentiated sense of phenomena. Has a differentiated sense of

properties and patterns of objects and living properties and patterns of objects and living

creatures. Can make sound predictions about creatures. Can make sound predictions about

the effects of combinations of materials and the effects of combinations of materials and

interventions. Is able to come up with adequate interventions. Is able to come up with adequate

interventions on objects and nature and to deal interventions on objects and nature and to deal

with the physical world successfully.with the physical world successfully.

Understanding of the physical world 5



grasp the essencegrasp the essence

The concept of ‘schema’The concept of ‘schema’

Reality

Men

tal s

chem

es



grasp the essencegrasp the essence

The concept of ‘schema’The concept of ‘schema’ change the program instead of adding fileschange the program instead of adding files

a dynamic processa dynamic process

Has a strong and differentiated awareness of Has a strong and differentiated awareness of

his/her own feelings and perceptions. Shows a his/her own feelings and perceptions. Shows a

lot of interest in the social reality. Has a well-lot of interest in the social reality. Has a well-

developed role-taking capacity: can enter into developed role-taking capacity: can enter into

people’s feelings, needs and thoughts, takes people’s feelings, needs and thoughts, takes

them into account and acts accordingly. them into account and acts accordingly.

Masters a broad range of social behaviours and Masters a broad range of social behaviours and

strategies and knows how to implement them strategies and knows how to implement them

successfully.successfully.

Social competence 6

Shows an excellent power of abstraction: Shows an excellent power of abstraction:

consequently handles criteria to sort or classify consequently handles criteria to sort or classify

objects, masters the necessary concepts to objects, masters the necessary concepts to

grasp the world of spatial relations, time and grasp the world of spatial relations, time and

quantities. Holds spontaneous courses of quantities. Holds spontaneous courses of

reasoning by linking phenomena, describing reasoning by linking phenomena, describing

patterns and use concepts.patterns and use concepts.

Logical and mathematical thinking 7

Is able to manage him/herself well: knows what Is able to manage him/herself well: knows what (s)he wants, can set goals, can engage into (s)he wants, can set goals, can engage into action without delay and achieve a good result. action without delay and achieve a good result. Does not give up at the first obstacle and can Does not give up at the first obstacle and can persist in order to reach his/her goal. Can step persist in order to reach his/her goal. Can step back and work strategically. Is able to exploit back and work strategically. Is able to exploit various possibilities and adapt to changing various possibilities and adapt to changing circumstances. Is not ruled by his/her circumstances. Is not ruled by his/her surroundings, but actively determines the surroundings, but actively determines the group’s course together with others.group’s course together with others.

Self-organisation 8

Basic qualitiesBasic qualities

➊➊ Respect of the childRespect of the child

➋➋ An open framework-approachAn open framework-approach

➌➌ A rich environmentA rich environment

➍➍ RepresentationRepresentation

➎➎ Communication / interaction / inclusionCommunication / interaction / inclusion

➏➏ Observation, observation, observationObservation, observation, observation

Een ‘open framework’Een ‘open framework’

Programmed learning

Custodial

Open framework

Child-oriented

Initiative of the adult

Initiative of the child

C. Assessing the outputC. Assessing the output

Quality in care and Quality in care and educationeducation

PROCESS OUTPUTobjectivesoutcomes

CONTEXT

meansprinciples

At the school levelAt the school level

Develop aDevelop an open framework approachn open framework approach high level of initiative from both teachers and high level of initiative from both teachers and children/studentschildren/students

Make teachers competent observersMake teachers competent observers grasp the essence of the developmental area(s) grasp the essence of the developmental area(s) to create a rich environmentto create a rich environment

see the ‘cognitive loading’ of activitiessee the ‘cognitive loading’ of activities

enrich the environment (make the soup thicker)enrich the environment (make the soup thicker)

recognize the levels of competencerecognize the levels of competence

A A PARADIGM PARADIGM

SHIFT ! SHIFT !

At the national levelAt the national level

Make schools accountable for ‘effort’ not for Make schools accountable for ‘effort’ not for ‘outcome’‘outcome’

all developmental domains addressed in activities?all developmental domains addressed in activities?

level of involvement sufficient for deep level learning?level of involvement sufficient for deep level learning?

Principles of a sound approach:Principles of a sound approach: never make public school-related information about never make public school-related information about test-resultstest-results

use national tests to give feedbackuse national tests to give feedback

select topics for testing that are crucial for societyselect topics for testing that are crucial for society

develop a new generation of instruments for develop a new generation of instruments for assessmentassessment

A A PARADIGM PARADIGM

SHIFT ! SHIFT !

The quality of life in societyThe quality of life in societyas the final testas the final test

Well-being and involvement Well-being and involvement as the best test for schoolas the best test for school

Implications for practiceImplications for practice

A rich environmentA rich environment each developmental area representedeach developmental area represented

An open framework approachAn open framework approach high level of initiative from both teachers and high level of initiative from both teachers and children/studentschildren/students

Reflective teachingReflective teaching observation as source of informationobservation as source of information a non-lineair rational approacha non-lineair rational approach

A PARADIGM SHIFT A PARADIGM SHIFT ! !

Finding the packageFinding the package

At the national levelAt the national level

Make schools accountable for ‘effort’ not for Make schools accountable for ‘effort’ not for ‘outcome’‘outcome’

Principles of a sound approach:Principles of a sound approach:Make accountable for ‘effort’ not for ‘outcome’Make accountable for ‘effort’ not for ‘outcome’

are all developmental domains represented in children’s activities?are all developmental domains represented in children’s activities?

is the level of involvolvement sufficient to expect deep level is the level of involvolvement sufficient to expect deep level learning?learning?

A PARADIGM SHIFT ! A PARADIGM SHIFT !

3. Vakgegevens

Betrokkenheid toelichting bij betrokkenheid Welbevinden Competentie

vakken score leerkracht

score leerling

I s het mogelijk om

geconcentreerd te werken tijdens de

lessen?

Houdt de leerkracht rekening met je kunnen

I s het altijd

duidelijk wat je moet

doen?

Zit er voldoende afwisseling

in de lessen?

Krijg je voldoende

kansen om zelf aan het werk te zijn?

I s wat je leert zinvol

en levensecht?

Heb je inspraak in het

bepalen van de inhoud van de

lessen?

Wordt er geluisterd naar leerlingen en met hun mening rekening gehouden?

score leerkracht

score leerling

score interesse

score leerkracht

score leerling

Nederlands 4 ja ja nee ja ja nee ja ja 2 2 4

Frans 2 ja nee nee nee ja nee ja nee 3 3 3

Engels 3 ja ja ja ja nee nee ja ja 2 3 4

Latijn 2 nee nee ja ja nee nee nee nee 3 3 4

Grieks 4 ja ja ja ja ja ja ja nee 4 3 5

wiskunde 3 nee nee nee nee ja nee ja nee 2 1 3

f ysica 4 ja ja ja ja ja nee ja nee 4 4 3

biologie 2 nee nee nee ja ja nee nee nee 3 3 4

aardrijkskunde 4 nee ja ja ja ja nee ja nee 4 4 4

geschiedenis 4 ja ja ja ja ja nee ja ja 5 4 4

godsdienst 5 ja ja ja ja ja ja ja ja 5 5 3

inf ormatica 2 nee nee nee ja ja nee ja nee 3 2 1

muzik. opv. 2 ja nee nee nee nee nee ja nee 3 2 3

lich. opv. 2 nee ja nee ja ja nee nee nee 3 3 2

gemiddelde 3.07 3.28 3.00 3.35

THE ZONE OF PROXIMAL THE ZONE OF PROXIMAL DEVELOPMENTDEVELOPMENT

diffi

cu

lty o

f ta

sk

diffi

cu

lty o

f ta

sk

competence of the childcompetence of the child

involve

ment

involve

ment

fear o

f

failu

re

boredom

depress

ion

Basic competenciesBasic competencies

Gross motor developmentGross motor developmentFine motor developmentFine motor developmentExpression through visual artsExpression through visual artsExpression through languageExpression through languageUnderstanding the world of objectsUnderstanding the world of objectsUnderstanding the world of peopleUnderstanding the world of peopleLogical mathematical competenceLogical mathematical competenceSelf-organisation & entrepreneurshipSelf-organisation & entrepreneurship

At the school levelAt the school level

Help teachers to grasp the essence of the Help teachers to grasp the essence of the developmental area(s)developmental area(s)

Help them to see the levels of competencesHelp them to see the levels of competences

Make accountable for ‘effort’ not for ‘outcome’Make accountable for ‘effort’ not for ‘outcome’are all developmental domains represented in children’s are all developmental domains represented in children’s activities?activities?is the level of involvolvement sufficient to expect deep is the level of involvolvement sufficient to expect deep level learning?level learning?

Assessment at the level of context, process and outcome: the experiential approach Ferre Laevers...

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