A framework for formative assessment led learning strategies for built environment higher education

Scott, L 2012, A framework for formative assessment led learning strategies for built environment higher education , PhD thesis, University of Salford.

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Abstract

Assessment is a powerful driver of learning and lies at the heart of the learning experience. This research explores the nature of emerging assessment research in Built Environment (BE) education. In HE the investigation and exploration of assessment practices has received very little attention to date, and this is particularly evident in the area of formative assessment. The analysis of the literature on formative assessment shows that there is agreement among the educational researchers as to the concern around the function and position of assessment in HE today. The overall aim of the research is to contribute to an improvement in the quality of student learning in BE undergraduate education through the development of a framework for formative assessment led strategies. The research enquiry discusses the philosophical paradigm that forms the basis for the main research and it reflects on the discourse around the qualitative/quantitative considerations of the researcher. The application of a mixed methods approach and more particularly a constructivist stance to the research is explored and rationalised. A four-phase sequential approach is adopted and has its key characteristic rigorously assessed within the boundary of BE education on the island of Ireland. The results and analysis of all four phases of the research, which gives the views and preferences of senior academics, programme managers/leaders and lecturers/teachers are presented. From this ongoing research work a framework for a more scholarly approach to assessment in BE has been developed and piloted with selected student groups. The purpose of this framework is to provide an opportunity for undergraduate lecturers/teachers to implement formative assessment-led strategies that change the approaches to assessment practice so that their learning is enhanced to a level where they can become more self-regulatory and autonomous.

Item Type: Thesis (PhD)
Contributors: Fortune, C (Supervisor)
Schools: Schools > School of the Built Environment
Depositing User: Institutional Repository
Date Deposited: 30 Jul 2021 13:34
Last Modified: 27 Aug 2021 21:56
URI: http://usir.salford.ac.uk/id/eprint/61372

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