Scott, L and Fortune, C J (2012) Framework for formative assessment learning strategies in built environment higher education programmes. In: Smith, S D (ed.) Proceedings of 28th Annual ARCOM Conference, 3-5 September 2012, Edinburgh, UK.
Abstract
Formative assessment has begun to be recognized as a driving force for enhancing student learning. This paper addresses the context of Built Environment (BE) undergraduate programmes and the findings from a research project in the context of the changing Higher Education (HE) environment. The analysis of the literature on formative assessment shows that there is a common concern among the educational researchers about the function and position of assessment in HE today. The overall aim of this research is to contribute to an improvement in the quality of student learning in BE undergraduate education through the development of a theoretical framework for formative assessment. The application of a mixed methods approach and more particularly a constructivist stance to the research was adopted. A four-phase sequential approach has its key characteristic assessed and the advances in conducting and evaluating this design are presented. 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 in the BE in Ireland, 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 learners through their lecturers/teachers to change approaches to assessment practice so that their learning is enhanced to a level where they can become more self-regulatory and autonomous.
| Item Type: | Conference Paper (Paper) |
|---|---|
| Uncontrolled Keywords: | assessment; formative; summative; higher education; built environment; mixed methods research; undergraduate |
| Index terms: | strategy, programme, higher education, manager, mixed method, preference, Ireland, formative assessment, undergraduate, built environment |
| Subjects: | infrastructure and transport systems, assessment methods, educational institutions, project controls, Geography, decision-making and reasoning, management, curriculum development, practitioner, data collection methods |
| Topics: | Education, Time Control, Urban Studies, Roles and Professions, Research Practice, Geographical Context, Business Strategy |
| Descriptive scope: | 3 PCE |
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