Research methodology
المؤلف:
Pippa Nelligan
المصدر:
Enhancing Teaching and Learning through Assessment
الجزء والصفحة:
P408-C34
2025-08-12
352
Research methodology
Information was gathered from the collection of qualitative data and analysis has been on-going (Merriam, 1988). As part of the on-going managing and progressive analysis of the qualitative data, refinements were made to the unit assessment processes.
A student focus group was deemed an appropriate method of data collection for the purposes of this small assessment-related project. In contrast to questionnaires, which can be limiting, focus groups were chosen because they allowed for probing, prompting and the clarification of questions. Prior to the formation of the focus group, all the EDL1201 students were given a project information sheet. The willing participants signed the necessary consent forms for the project. Respondents to the focus group were a small representation of the total number of students in the unit. The focus group was held after the students had completed the unit's written paper assessment.
The students' contributions in the focus group demonstrated their view of rubrics, the degree to which they found developing rubric indicators useful, their opinions of the peer assessment process, the problems they faced during the moderation, the benefits of being provided with exemplars of assignment sections and general suggestions for improvements to the assessment process.
Tutors were individually interviewed and taped to record their reactions to using the tool as part of the assessment process. The unit coordinator also participated in the interviews, offering valuable insights from her perspective. The interviews covered the development of the rubric, marking and moderation processes, as well as suggestions for improvements.
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