Transcript Assessments in Research Methods: A literature review

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Assessments in Research Methods: A Literature
Review (DRAFT)
Dr Anesa Hosein and Dr Namrata Rao
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Outline
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Rationale for looking at Assessments in Research Methods
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Methods for collecting assessment data
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Current framework for analysing data on Assessments (work
in progress)
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Suggested ways to look at Assessments in Research Methods
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Invite discussion on different frameworks for looking at
assessments in research methods
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“ We need to encourage universities and colleges to
explore new models of curriculum……………Incorporate
research-based study for undergraduates (to cultivate
awareness of research careers, to train students in
research skills for employment, and to sustain the
advantages of a research-teaching connection in a mass
or universal system) …” ( Ramsden, 2008)
“ We believe an understanding of the research process
– asking the right questions in the right way;
conducting experiments; and collating and evaluating
information – must be a key part of any undergraduate
curriculum.” ( Rammell, 2006)
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Rationale
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Jenkins and Healey (2005) publication of the teachingresearch nexus and QAA guidelines into developing
research skills
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Many UK Social Sciences undergraduate degree programmes
have incorporated a research methods and research project
course.
Research methods courses
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Compulsory component of postgraduate UK Social Sciences
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Gaining more popularity at the UK undergraduate level (in the
USA taught for a long time see for example Ransford and Butler,
1982).
Limited published research into research methods pedagogy
and assessment (see Wagner, Garner and Kawulich, 2011).
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Rationale
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To help tutors be familiar with the form and pattern of
assessment at the postgraduate and undergraduate level.
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Examinations?
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Proposals?
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Specific principles such as experiential learning e.g. Hosein and
Rao (2012) at the 2012 HEA Social Sciences Conference.
Belief that innovative assessment techniques are unknown
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Lack of any shared literature or community of practice.
By understanding current assessment practices
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Allow tutors to improve and extend assessments to
encourage/enhance students’ engagement as well as develop
students’ identity as researchers
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Methodology
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Previous literature review of research methods pedagogy
focused on journal articles (see Wagner et al., 2011)
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The literature review undertaken in this study involves:
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review of academic sources
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conference and course blogs
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course outlines
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conference presentations
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publications
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Current Analytical Framework
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A framework is being used to judge the effectiveness of the
assessments which includes whether the assessments:
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Are for learning or of learning
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Feedback or reflective component included
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Formative or summative assessments
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Promoted students identity as a researcher
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Promoted the level of student engagement
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Helped students receive practical experience in methods
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Helped students receive practical experience in analysing data
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Qualitative and quantitative data analysis
Developed students employability skills
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Journey So Far…..
I . Course Outline analysis
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UK and International course outlines (to be updated in May)
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General details
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Which year?
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What are the learning outcomes?
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What are the assessments? Formative or summative?
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What kind of skills is it likely to develop:
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Transferable skills? If yes, what types?
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Is there a focus to link the transferable skills to employability skills?
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What research skills?
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An Example
Course
Level
Assessme
nt
Applied
social
research
(criminolog
y and
sociology)
3rd year
Research
Undergradua Project
te
Type of
assessm
ent
Feedback Student
/Reflecti research
ve
identity
compone
nt
Practical
experienc
e in
methods
Practical Employab commen
experien ility skills ts
ce in
analysis
Summativ
e
Yes
Yes,
students
use
different
research
methods to
do their
fieldwork
involved in
the
research
Yes,
students
conduct
the data
analysis
and report
their
findings
resultantly
Yes,
permits
students to
identify a
problem in
community
and devise
a piece of
research
for the
solution
Yes, it
promotes
students’
teamworking ,
fieldwork,
communica
tion skills as
well as
encourages
students to
develop
working
relationship
with the
organizatio
ns
In a
nutshell, it
is a great
assessmen
t allowing
students to
use
research
methods
for solving
real life
problems
in the
organizati
ons
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Additional Ways of Looking at
Assessments
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Research-Nexus Framework
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Kolb’s Experiential Learning Cycle
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Developmental Stage of Students’ Learning based on
Assessment
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Research-Nexus – (Assessments as
different research orientations)
ACTIVE
ACTIVE
Research tutored
Research based
• Engaging in research
discussions
• Undertaking research
inquiry
Research Oriented
Research led
• Developing research and
inquiry skills and technique
PASSIVE
• Learning about current
research in the discipline
Source: Adapted from Healey (2005, 70)
PASSIVE
Developmental Journey of the Student
(Mapping Assessment as Learning with the Levels)
Foundation
Learning
• Reliance on
external
references
• Knowledge viewed as
certain
• Reliance on authorities
(e.g. professors,
parents) as
• source of knowledge
Externally defined
value system and
identity
• Act in relationships to
acquire approval
Intermediate
learning
Capstone
learning
• At cross roads
• Self authorship
• Evolving awareness of
multiple perspectives
and uncertainty
• Evolving awareness of
own values and identity
and of
limitations of dependent
relationships
• Awareness of
knowledge as
contextual
• Development of
internal belief system
and sense of
self-capacity to
engage in authentic,
interdependent
relationships
Source: Based on Hodge et al. (2008)
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Kolb’s Experiential Learning Cycle
(Assessment as experience)
Developing
Research
Question/ Aims
Reflecting on their
piloted method
Abstract
Conceptualisation
(Thinking)
Reflective
Observation
(Reflection)
Gaining fieldwork
experience
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Active
Experimentation
(Acting)
Concrete
Experience
(Experiencing)
Piloting the
Research Method
for the Study
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Invite Discussion on Frameworks
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Which framework best helps describe assessment in
research methods?
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Which framework provides a method for tutors to help devise
better assessments?
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Which framework encourages building researcher’s identity
and employability?
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Participate:
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Please participate:
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Re-energising undergraduate research methods pedagogy in
educationhttp://www.heacademy.ac.uk/events/detail/2013/Semi
nars/Disciplines_SS/GEN249_Hope
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RMPG linked group: http://www.linkedin.com/groups/ResearchMethods-Pedagogical-Group4368790?home=&gid=4368790&trk=anet_ug_hm
Any queries:
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Dr Anesa Hosein- [email protected]
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Dr Namrata Rao- [email protected]
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References (DRAFT)
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Jenkins, A. and Healey, M. (2005), Institutional Strategies to Link
Teaching and Research, Higher Education Academy
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Hosein, A. and Rao, N. (2012), “Research in Action: Bringing Research
Methods to Life”, Presented at the HEA Social Sciences Conference,
May, Liverpool
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Ransford, H. E. and Butler, G. (1982), "Teaching research methods in
the social sciences", Teaching Sociology, 9(3), pp. 291-312
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Wagner, C., Garner, M. and Kawulich, B. (2011), "The state of the art of
teaching research methods in the social sciences: towards a
pedagogical culture", Studies in Higher Education, 36(1), pp. 75-88