Reshaping assessment practices in built environment undergraduate programmes: What heads of department report

Scott, L. and Fortune, C. (2010) Reshaping assessment practices in built environment undergraduate programmes: What heads of department report. [Conference Proceedings]

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Abstract

In Higher Education (HE) assessment practices and processes have been the subject of wide ranging transformation over the last 15 years. Debate about the current state of assessment often refers to unease as to its suitability for the 21 st century and the need for it to be fit for purpose. Reference has been made to practices in disarray, where assessment has become a site of conflict for many involved in undergraduate education. It is argued that an in-built lack of clarity in the methods of assessment used to convey judgement on performance is an underlying factor. Assessment in the discipline of the Built Environment (BE) is required to fulfil a multiplicity of purposes and play many different and often conflicting roles. The provision and embedding of opportunities for assessment to aid learners through more formative ways has been highlighted as failing students currently. In the context of BE undergraduate programmes this paper discusses the need for such a research project in the context of the changing HE educational environment. A mixed methodology approach to the research and sign posting to improvements in the quality of student learning in BE undergraduate programmes that may take place through the assessment process are proposed. This paper reports on the study so far, where seminal literature is explored in order to identify, inform and shape the assessment practice of academics. The results of phase one of the research are presented with an in-depth analysis of the findings of the second phase of this research. Analysis of the emerging views and preferences of Heads of Department is offered which will help inform the next stages of this work in progress. This ongoing research anticipates developing a model for the formative assessment of BE undergraduates where the enhancement of student learning will underpin the evaluative process.

Item Type: Conference Proceedings
Additional Information: Conference code: 89777; Export Date: 23 February 2015; Correspondence Address: Scott, L.; College of Engineering and Built Environment, Dublin Institute of Technology, Dublin 1, Ireland; email: lloyd.scott@dit.ie; References: Gibbs, G., Simpson, C., Conditions under which assessment supports student learning (2004) Learning and Teaching in Higher Education, 1, pp. 3-31; Griffiths, R., Knowledge production and the research-teaching nexus: The case of the built environment disciplines (2004) Studies in Higher Education, 29 (6), pp. 709-726; (2005) RAE 2008 Consultation on Assessment Panels' Draft Criteria and Working Methods - UOA30, , HEFCE Architecture and the Built Environment London: HEFCE; Johnson, B.R., Onwuegbuzie, A.J., Mixed methods research: A research paradigm whose time has come (2004) Educational Researcher, 3 (7), pp. 14-26; Laurillard, D.M., Learning from problem solving (1984) The Experience of Learning, , Marton, F. Hounsell, D. and Entwistle, N. (eds.) Scottish Academic Press, Edinburgh; Morse, J.M., Principles of mixed methods and multimethod research design (2003) Handbook of Mixed Methods in Social and Behavioural Research, pp. 189-208. , A. Tashakkori and C. Teddlie (eds.) Thousand Oaks CA: Sage Publications; Race, P., (2001) A Briefing on Self Peer and Group Assessment, , http://tinurl.comyttsswqs, LTSN (Learning and Teaching Subject Network) Generic Centre, Assessment Series 9 URL (accessed: 31 January 2008); Ramsden, P., (1992) Learning to Teach, , London: Routledge; Ratcliffe, J., Built environment futures: Adopting the foresight principle in formulating and applying a theoretical approach towards the creation of a sustainable built environment (2007) Towards the Foundation of Theory for Built Environment Symposium, , Kosela, L and Roberts, P. (eds) 18-19 Jun, University of Salford, Research Institute for the Built Environment; Sadler, D.R., Formative assessment and the design of instructional systems (1989) Instructional Science, 18, pp. 145-165; Samuelowicz, K., Bain, J.D., Identifying academics' orientations to assessment practice (2002) Higher Education, 43 (2); Saunders, M., Lewis, P., Thornhill, A., (2003) Research Methods for Business Students, , Prentice Hall; Scott, L., Fortune, C., A grounded approach to the investigation of assessment practices in built environment undergraduate programmes (2009) The ARCOM Conference, , peer reviewed paper accepted and presented at Nottingham, September 2009; Scouller, K., Influence in assessment methods on students' learning approaches, perceptions and preferences: Assignment essay versus short answer questions (1996) Research and Development in Higher Education, 19 (3), pp. 776-781; Scouller, K., How assessment-driven are students really? (1999) Improving Student Learning: Improving Student Learning Outcomes, , Rust, C. (ed.) The Oxford Centre for Staff and Learning Development, Oxford; Shuell, T., Cognitive conceptions of learning (1986) Review of Research in Education, 19, pp. 405-450; Stiggins, S., Assessment crisis: The absence of assessment for learning (2002) Phi Delta Kappan, 83 (10), pp. 758-765; Taras, M., Summative and formative assessment perceptions and realities (2008) Active Learning in Higher Education, 9 (2), pp. 172-192; Tashakkori, A., Teddlie, C., (2003) Handbook of Mixed Methods in Social and Behavioural Research, , Thousand Oaks CA: Sage Publications; Thomas, P.R., Bain, J.D., Contextual dependence of learning approaches: The effects of assessment (1984) Human Learning, 3, pp. 227-240; Yorke, M., Formative assessment in higher education: Moves towards theory and the enhancement of pedagogic practice (2003) Higher Education, 45, pp. 477-501
Uncontrolled Keywords: Built environment; Formative assessment; Mixed methods; Assessment practices; Assessment process; Educational environment; Higher education; In-depth analysis; Mixed method; Second phase; Sign postings; Student learning; Undergraduate education; Undergraduate programmes; Underlying factors; Work in progress; Project management; Research; Students; Rating
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/3668

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