Scott, L (2012) A framework for formative assessment led learning strategies for built environment higher education. PhD thesis, University of Salford, UK.
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 (Doctoral) |
|---|---|
| Uncontrolled Keywords: | built environment; education; improvement; learning; graduate |
| Index terms: | exploration, formative assessment, preference, manager, programme, strategy, built environment, investigation, undergraduate, paradigm, Ireland, heart, learning experience, mixed method, higher education |
| Subjects: | data collection methods, learning methods, management, education and knowledge transfer, project controls, educational institutions, infrastructure and transport systems, practitioner, environmental resource management, curriculum development, medical science and clinical practice, decision-making and reasoning, Geography, assessment methods |
| Topics: | Roles and Professions, Business Strategy, Research Practice, Time Control, Urban Studies, Sustainability, Health and Safety, Geographical Context, Education |
| Descriptive scope: | 5 PCTEA |
N.B. Descriptive scope is a count of how many of the five facets of empirical research are indicated by the words used in title, abstract and keywords. It is not intended as a judgement on the research; merely a count of the kind of word we would expect to indicate Phenomenon, Concepts, Theoretical framing, Empirical techniques, Analytical techniques. If all five are present, then a code of “5 PCTEA” will indicate this. If you feel the coding for this record is questionable, we welcome discussion around the terms we matched or the way we categorized them. The facet you would expect may not be coded, or a facet may be coded inappropriately. This can also bear on a larger question, of which facets should be treated as defining in construction management research. Please get in touch, and we will look at it. More details here