Formative assessment practices in built environment higher education programmes and the enhancement of the student learning experience

Scott, L. and Fortune, C. (2011) Formative assessment practices in built environment higher education programmes and the enhancement of the student learning experience. [Conference Proceedings]

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It is widely accepted across Higher Education (HE) that assessment has a strong link with learning and a key factor in this link is formative assessment. Formative assessment is generally defined as an activity taking place during a programme or unit of learning with the express purpose of improving and enhancing student learning. However, there is still considerable disagreement over the roles of lecturers and students in this process. It is therefore very important to understand how lecturers in built environment (BE) undergraduate education perceive their own roles and the role of their students in using assessment strategy to deliver deep learning. An investigation into lecturers' perceptions of their roles and their conceptions related to the assessment process of students in BE programmes is reported. An on-line survey was conducted with over 130 Irish BE academics involved with the delivery of undergraduate programmes in the areas of Architecture, Architectural Technology, Quantity Surveying and Construction Management. Additional data were also obtained and analysed from their associated programme documentation. Discussion is focused on a critical evaluation of the findings of the study with the current literature on the roles of BE academics in the formative assessment process. As a result recommendations are made on how lecturers may better formulate appropriate assessments for their students that will encourage deep learning and thus create enhanced HE learning experiences.

Item Type: Conference Proceedings
Additional Information: Conference code: 89781; Export Date: 23 February 2015; Correspondence Address: Scott, L.; Construction Management and Technology School of Construction, Dublin Institute of TechnologyIreland; email:; References: Askham, P., An instrumental response to the instrumental student: Assessment for learning (1997) Studies in Educational Evaluation, 23 (4), pp. 299-317; (2009) Setting and Monitoring Academic Standards for Australian Higher Education: A Discussion Paper, , Australian Universities Quality Agency AUQA, Melbourne, Australia; Biggs, J., (2007) Teaching for Quality Learning in University, , (3 rd edition), SRHE-Open University Press, UK; Black, P., Wiliam, D., Assessment and classroom learning (1998) Assessment in Education, 5 (1), pp. 7-74; Bloxham, S., Boyd, P., (2007) Developing Effective Assessment in Higher Education, , Open University, UK; Boud, D., (2010) Assessment 2020: Seven Propositions for Assessment Reform in Higher Education, , Australian Learning and Teaching Council Sydney, Austrlaia; Brown, S., (2004) Assessing Reflective Learners in Higher Education, , Kogan Page, London, UK; Bryan, C., Clegg, K., (2006) Innovative Assessment in Higher Education, , Routledge, London, UK; Gibbs, P., Angelides, P., Michaelides, P., Preliminary thoughts on a praxis of higher education teaching (2004) Teaching in Higher Education, 9, pp. 183-194; Gibbs, G., Simpson, C., Conditions under which assessment supports student learning (2004) Learning and Teaching in Higher Education, 1 (1), p. 3; Higgins, R., Hartley, P., Skelton, A., Getting the message across: The problem of communicating assessment feedback (2001) Teaching in Higher Education, 6 (2), pp. 269-274; Higgins, R., Hartley, P., Skelton, A., The conscientious consumer reconsidering the role of assessment feedback in student learning (2002) Studies in Higher Education, 27 (1), pp. 53-64; Knight, P., Summative assessment in higher education: Practices in disarray (2002) Studies in Higher Education, 27, pp. 275-286; Lea, M., Street, B.V., Student writing and staff feedback in higher education: An academic literacies approach (2000) Studies in Higher Education, 23 (2), pp. 157-172; Ramsden, P., (1992) Learning to Teach, , Routledge, London, UK; Ramsden, P., The context of learning in academic departments (1997) The Experience of Learning, , Marton, F., Hounsell, D. and Entwistle, N. (Eds.) Scottish Academics Universities Press, UK; Ramaprasad, A., On the definition of feedback (1983) Behavioural Sciences, 28, pp. 4-13; Sadler, R., Formative assessment and the design of instructional systems (1989) Instructional Sciences, 18, pp. 119-144; Sadler, R., Formative assessment: Revisiting the territory (1998) Assessment in Education, 5 (1), pp. 77-84; Stiggins, S., Assessment crisis: The absence of assessment for learning (2002) Phi Delta Kappan, 83 (10), pp. 758-765; Struyven, K., Dochy, F., Janssens, S., Students' perceptions about evaluation and assessment in higher education: A review (2005) Assessment and Evaluation in Higher Education, 30 (4), pp. 331-347; Taras, M., Assessment - Summative and formative - Some theoretical reflections (2005) British Journal of Educational Studies, 53, pp. 466-478; Trigwell, K., Judging university teaching (2001) The International Journal for Academic Development, 6 (1), pp. 65-73
Uncontrolled Keywords: Academic practice; Built environment; Formative assessment; Undergraduate; Architectural technology; Assessment process; Construction management; Critical evaluation; Deep learning; Enhancing student learning; Higher education; Higher education programmes; Key factors; Learning experiences; Online surveys; Quantity surveying; Strong link; Student learning experiences; Undergraduate education; Undergraduate programmes; Project management; Rating; Students; Surveys
Depositing User: National Forum
Date Deposited: 09 Dec 2015 09:04
Last Modified: 11 Dec 2015 07:53

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