Framework for formative assessment learning strategies in Built Environment Higher Education programmes

Scott, L. and Fortune, C. (2012) Framework for formative assessment learning strategies in Built Environment Higher Education programmes. [Conference Proceedings]

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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 fourphase 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 Proceedings
Additional Information: Conference code: 108655; Export Date: 23 February 2015; References: Askham, P., An instrumental response to the instrumental student: Assessment for learning (1997) Studies in Educational Evaluation, 23 (4), pp. 299-317; Biggs, J., (2007) Teaching for Quality Learning in University, , 3rd edition, SRHE-Open University Press; Black, P., Wiliam, D., Assessment and classroom learning (1998) Assessment in Education, 5 (1), pp. 7-74; Boud, D., (2010) Assessment 2020: Seven Propositions for Assessment Reform in Higher Education, , Sydney: Australian Learning and Teaching Council; Brown, S., (2004) Assessing Reflective Learners in Higher Education, , London: Kogan Page; Bryan, C., Clegg, K., (2006) Innovative Assessment in Higher Education, , London, Routledge; Gibbs, G., Simpson, C., Conditions under which assessment supports student learning (2004) Learning and Teaching in Higher Education, 1 (1), pp. 3-3; 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; Nicol, D., MacFarlane-Dick, D., Formative assessment and self-regulated learning: A model and seven principles of good feedback practice (2006) Studies in Higher Education, 31 (2), pp. 199-218; Ramsden, P., (2003) Learning to Teach in Higher Education, , London: Routledge; Ramaprasad, A., On the definition of feedback (1983) Behavioural Sciences, 28, pp. 4-13; Rowntree, N., Literature practically help to inform the development of assessment strategies and learner-centred assessment practice (2003) Active Learning; 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; Sadler, R., Beyond feedback: Developing student capability in complex appraisal (2010) Assessment and Evaluation in Higher Education, 35 (5), pp. 535-550; Scott, L., Fortune, C., Reshaping assessment practices in BE undergraduate programmes - What heads of department report (2010) The ARCOM Conference Nottingham, , September 2010; Scott, L., Fortune, C., Formative assessment practices in BE higher education programmes and the enhancement of the student learning experience (2011) The ARCOM Conference Bristol, , September 2011; 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 & 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, Vol, 6 (1), pp. 65-73
Uncontrolled Keywords: Assessment; Built Environment; Formative; Higher education; Mixed methods research; Summative; Undergraduate; Learning systems; Project management; Mixed-methods 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/3670

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