A framework for formative assessment led learning strategies for built environment higher education

Assessment is a powerful driver of learning and lies at the heart of the learningexperience. This research explores the nature of emerging assessmentresearch in Built Environment (BE) education. In HE the investigation andexploration of assessment practices has received very little attention to date,and this is particularly evident in the area of formative assessment. The analysisof the literature on formative assessment shows that there is agreement amongthe educational researchers as to the concern around the function and positionof assessment in HE today. The overall aim of the research is to contribute toan improvement in the quality of student learning in BE undergraduateeducation through the development of a framework for formative assessmentled strategies.The research enquiry discusses the philosophical paradigm that forms the basisfor the main research and it reflects on the discourse around thequalitative/quantitative considerations of the researcher. The application of amixed methods approach and more particularly a constructivist stance to theresearch is explored and rationalised. A four-phase sequential approach isadopted and has its key characteristic rigorously assessed within the boundaryof BE education on the island of Ireland. The results and analysis of all fourphases of the research, which gives the views and preferences of senioracademics, programme managers/leaders and lecturers/teachers arepresented. From this ongoing research work a framework for a more scholarlyapproach to assessment in BE has been developed and piloted with selectedstudent groups. The purpose of this framework is to provide an opportunity forundergraduate lecturers/teachers to implement formative assessment-ledstrategies that change the approaches to assessment practice so that theirlearning is enhanced to a level where they can become more self-regulatoryand autonomous.

Level dc:type.qualificationlevel

Doctoral (Level 8)

Year dc:date.issued

2012

Author dc:creator

• Scott, L

Language dc:language

en

Identifier

oai:salford-repository.worktribe.com:1338073

OAI identifier oai:identifier

oai:salford-repository.worktribe.com:1338073