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

Scott, L


L Scott


C Fortune


Assessment is a powerful driver of learning and lies at the heart of the learning
experience. This research explores the nature of emerging assessment
research in Built Environment (BE) education. In HE the investigation and
exploration of assessment practices has received very little attention to date,
and this is particularly evident in the area of formative assessment. The analysis
of the literature on formative assessment shows that there is agreement among
the educational researchers as to the concern around the function and position
of assessment in HE today. The overall aim of the research is to contribute to
an improvement in the quality of student learning in BE undergraduate
education through the development of a framework for formative assessment
led strategies.
The research enquiry discusses the philosophical paradigm that forms the basis
for the main research and it reflects on the discourse around the
qualitative/quantitative considerations of the researcher. The application of a
mixed methods approach and more particularly a constructivist stance to the
research is explored and rationalised. A four-phase sequential approach is
adopted and has its key characteristic rigorously assessed within the boundary
of BE education on the island of Ireland. 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 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 lecturers/teachers to implement formative assessment-led
strategies that change the approaches to assessment practice so that their
learning is enhanced to a level where they can become more self-regulatory
and autonomous.


Scott, L. A framework for formative assessment led learning strategies for built environment higher education. (Thesis). University of Salford

Thesis Type Thesis
Deposit Date Jul 30, 2021
Award Date Mar 1, 2012

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