Abstract
Abstract Evaluations of learning processes are usually concerned with the extent to which students learn what they are supposed to learn. However, when learning is seen as personal construing, the focus of investigation changes: What students learn besides or even instead of what was planned for them to learn is brought to attention, too. In this article, I suggest ways of evaluating learning as personal construing. A study conducted in a university seminar is reported to illustrate the kind of knowledge that may be gained in this way.
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