A grounded approach to the investigation of assessment practices in built environment undergraduate programmes

Scott, L. and Fortune, C. (2009) A grounded approach to the investigation of assessment practices in built environment undergraduate programmes. [Conference Proceedings]

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Assessment practices in Higher Education (HE) have been undergoing wide-ranging changes over the last number of years and this has been particularly evident in a number disciplines. These changes are in response to a variety of stimuli including a move towards greater accountability, new developments in the use of learning technology and concerns about what graduates need to know, to understand and to be able to do following graduation. The discipline of the Built Environment has been receiving attention in this regard and the validity and effectiveness of traditional modes of assessment have begun to receive consideration. Formative assessment and the use of feedback mechanisms have begun to be recognised as a driving force for enhancing student learning. The above situation is examined in the context of Built Environment undergraduate programmes and discusses the need for a research project in the context of the changing HE educational environment. The aim of such a research project is to help improve the quality of student learning in Built Environment undergraduate programmes. Seminal literature is explored in order to identify, inform and shape the assessment practices of academics. A design is articulated for the research which uses a grounded theory-like approach to conduct the preliminary study. The results of the initial research, when analysed, set out the views and preferences of senior academics and help inform the next stages of this work in progress. The ongoing work anticipates developing a grounded model for the formative assessment of Built Environment undergraduates for the enhancement of student learning.

Item Type: Conference Proceedings
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Uncontrolled Keywords: Built environment; Education; Formative assessment; Grounded theory; Assessment practices; Driving forces; Educational environment; Enhancing student learning; Feedback mechanisms; Higher education; Learning technology; Student learning; Undergraduate programmes; Work in progress; Education computing; Project management; Rating; Research; Students
Depositing User: National Forum
Date Deposited: 09 Dec 2015 09:04
Last Modified: 11 Dec 2015 07:53
URI: http://eprints.teachingandlearning.ie/id/eprint/3667

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