Mahmood, Adeeba
(2021)
Assessment methods in Science in a Higher education institution described and compared with assessment methods in Science in a Secondary education institution.
Doctor of Education thesis, University of Liverpool.
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Abstract
Assessment has been emphasised as one of most important components of teaching and learning (Boud, 2010). However, the assessment methods across higher education and secondary education are markedly different and there is little investigation into the impact of this (Boud, 2010). In this study, assessment methods will be described and compared from two sectors: higher education and secondary education in order to investigate the similarities and differences from a teachers’ point of view. This study is qualitative using an interpretative phenomenological approach to describe the phenomenon of assessment across the two sectors. The data collection method used was semi-structured interviews in which each participant was also asked to bring an assessment artefact with them for analysis. Also, documentary analysis was used to support interview findings from each context in order to describe and compare the similarities and differences between the assessment methods used across the two sectors. The data analysis procedure was interpretative phenomenological analysis to suit the design of the study. Results show that at higher education the assessment methods used by lecturers have an emphasis on ‘process’ and ‘skills’ development and deep approaches to learning, whereas, in secondary education there is an emphasis on ‘knowledge’ and exam practise which can be repetitive and akin to students regurgitating mark scheme answers which is less cognitively challenging and leads to surface approaches to learning. Five themes emerged from the interview and documentary data which are: to assess knowledge and understanding, in order to assess throughout the learning, using a variety of assessment methods, teachers views on the learning process and to challenge students. Changes were suggested that can help revamp the current assessment methods in secondary education and higher education. Recommendations have been proposed in this research to help bridge this gap between the assessment methods used across the two sectors in order to help secondary education students successfully transition into higher education.
| Item Type: | Thesis (Doctor of Education) |
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| Uncontrolled Keywords: | Assessment, higher education, secondary education, interpretative phenomenology, teachers’ perspective. |
| Divisions: | Faculty of Humanities and Social Sciences > School of Histories, Languages and Cultures |
| Depositing User: | Symplectic Admin |
| Date Deposited: | 28 Oct 2021 13:08 |
| Last Modified: | 18 Jan 2023 21:28 |
| DOI: | 10.17638/03137621 |
| Supervisors: |
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| URI: | https://livrepository.liverpool.ac.uk/id/eprint/3137621 |
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