Formative Assessment for

Research Methods in Education

Introduction

Your mark on this module will be based on a summative assessment in which you will be required to write two essays (total word count: 3500 +/- 10%) evaluating a research design and a questionnaire. To help you check your understanding of the principles of research design and how to write an essay of this type, we provide you the opportunity to receive feedback on a short formative assessment. Formative assessments do not count towards your final mark. Your formative assessment for this module should be submitted via the Google Form in the assessment section of the VLE site. The deadline for submission is midday (12:00) Wednesday week 6.

Your task

Teachers like ourselves are always keen to improve our students’ learning experience. Drawing on the methods of data collection introduced in this module, a number of different methods of eliciting data on students’ learning experiences have been developed. These methods include:

• Student Evaluation Questionnaires (SEQs)
• Student formulated evaluations
• Semi-structured group interviews
• Peer evaluation

See below for a detailed description of each method.

Your task is to evaluate the appropriateness of these methods of evaluation with respect to a learning context of your choice. If you are an experienced teacher, you might choose the most recent context in which you have taught. If you have not taught before, you might choose a context in which you were a learner or one in which you hope to teach in the future.

Your markers are looking for evidence of critical understanding of research methods. Your essay should therefore:

• Introduce your context (i.e., subject, age, level of your learners)
• Introduce the methods of evaluation you have considered
• Identify the research methods associated with the different methods of evaluation – Explain whether the methods of evaluation generate quantitative and/or qualitative data.
• State your order of preference for the methods.
• Provide a justification for your order of preference.

The strongest assignments will provide reasons for your order preference supported with appropriate references from the literature and make links between your reasons and the concepts of reliability and validity.

Your essay should not exceed 300 words (excluding references). It should include an introduction and a conclusion. All in-text citations and the reference list should conform to the American Psychological Association (APA) guidelines (6th Edition).

Approaches to teaching evaluation

Student Evaluation Questionnaires (SEQs)

The SEQ is a common end of module evaluation tool in most university departments.  Standardised end of module SEQs typically cover a range of issues including the quality of the teacher’s presentation skills, the organisation / structure / pitch of the programme of delivery and the resources available.  Responses are normally entered anonymously on a Likert scale (typically 1-5 or 1-4). There is also often space for qualitative comments at the bottom of the SEQ.  End of module SEQs can be administered either online or via paper in a session at the end of the programme of study.

Student-Formulated Evaluations

In student formulated evaluations, the formulation of the evaluation as well as its completion is handed over to students.

1. Each student is asked to construct an evaluative comment that can be responded to on an agreement – disagreement Likert Scale and to write this at the top of a piece of paper.
2. The papers are taken in, shuffled and re-distributed. The papers are then rotated through the class and each student is asked to respond to the statement on the top of the sheet of paper by expressing their level of agreement or disagreement and being invited to add a qualitative comment if they wish.
3. The sheets are collected and examined for evidence of consensus or lack thereof. Sheets showing a consensus on clearly expressed positions are withdrawn and given to the tutors for appropriate response. Sheets showing either lack of consensus or lack of clarity of position are discussed further in the group, with the tutors present, to clarify the students’ views and attempt to reach an actionable position.

The Semi-Structured Group Interviews

This is a meeting with students at which they are asked to give their views about a programme, course or class. Typically, students are asked to work in small groups to reflect upon good and bad features of the educational provision (e.g. programme, course or module), its delivery, and their own performance and experience. A spokesperson from each group is asked to relay the considered views of the group to the meeting. The role of the member of staff leading the meeting is to compile a summary of such views, to validate them at the meeting, and, later, to produce a short report of the main outcomes.

Peer Evaluation

This is where a colleague observes a session and feeds back to the teacher on how it went.  Ideally peer evaluation should be structured, perhaps involving an initial briefing session where the context of the session to be observed can be established, followed by the observation itself which is based around a series of pre-agreed points or a checklist, followed by a de-briefing session where feedback and discussion can occur.

Assessment B Description: Research Proposal.

 

1.0 Overview.

This is an individual assessment whereby students are expected to demonstrate their understanding of academic theories in the area of research methods that were gained from successfully completing Assessment A. The assignment consists of submitting a research proposal that outlines the various research methods that would be applied in order to carry out the investigation, which closely mirrors the knowledge and skills required in postgraduate study. Assessment B is worth a potential of 100 marks that will use progressive draft submission throughout the semester to monitor development and provide feedback. The report should not contain more than 1500 words (+/- 10%). This coursework has a weighting of 60% towards the final grade. Students are required to achieve an overall grade of 50% in order to pass this module.

 

2.0 Detailed Description.

For this assignment each student is expected to complete and submit the following task. The lecturer will announce the assignment due date. See Section 4.0 for the marking scheme. For a breakdown of the marks refer to Section 4.0.

 

2.1 Students are to conduct an initial literature review into their area of interest and are required to find and select two journal research papers based on the same area of interest, which have been taken from the top 10 ranked journals (based on impact factor) or journals that have been rated as 3, 4 or 4* in the ABS (the Associate of Business Schools) guide. The chosen research papers can contain either primary or secondary research but should be useful in developing the research question and therein the research methods to be adopted in the investigation.

Students will be expected to submit:

 

• A 1500 word (+/- 10%) Microsoft Word document including 500 word findings from the literature review.

 

• The two research papers as well as evidence that the research paper has meet the set journal requirements.

 

• Printout of the two selected journals, highlighting and labelling the following details on each paper:

 

• Author(s) of the research paper
• Journal and journal rank
• Research question of the research paper
• Research philosophy of the research paper
• Research design of the research paper
• Research strategy of the research paper
• Data collection method and sample
• Key findings & conclusion of the research paper
• Strengths & weaknesses of the research paper
• Relevance to own study

 

• Appropriate references in accordance to Harvard style referencing.

 

2.2 Based on the literature review from Section 2.1, formulate the research question and justify the purpose of the research (5 marks).

2.3  Based on the literature review from Section 2.1 and the research question in Section 2.2, formulate 5 Hypothesis labelling the independent and dependant variable (10 marks).

 

 

2.4 State and justify the research philosophy to be adopted. Students should:

 

• Suggest at least 2 possible solutions and provide the appropriate references. Then select the best solution(s) and explain how will the theory be practically applied to their research (5 marks).
• Provide justification for selecting said solution by comparing and contrasting the strength and weaknesses of the research method in order to critically evaluate the theory’s suitability in achieving the research aim (5 marks).

2.5 State and justify the research design to be adopted. Students should:

 

• Suggest at least 2 possible solutions and provide the appropriate references. Then select the best solution(s) and explain how will the theory be practically applied to their research (5 marks).
• Provide justification for selecting said solution by comparing and contrasting the strength and weaknesses of the research method in order to critically evaluate the theory’s suitability in achieving the research aim (5 marks).

2.6 State and justify the research strategy to be adopted. Students should:

 

• Suggest at least 2 possible solutions and provide the appropriate references. Then select the best solution(s) and explain how will the theory be practically applied to their research (5 marks).
• Provide justification for selecting said solution by comparing and contrasting the strength and weaknesses of the research method in order to critically evaluate the theory’s suitability in achieving the research aim (5 marks).

2.7 State and justify the data collection method to be adopted. Students should:

 

• Suggest at least 2 possible solutions and provide the appropriate references. Then select the best solution(s) and explain how will the theory be practically applied to their research (5 marks).
• Provide justification for selecting said solution by comparing and contrasting the strength and weaknesses of the research method in order to critically evaluate the theory’s suitability in achieving the research aim (5 marks).
• In addition students should explain and justify the sample size to be considered for this investigation (5 marks).

3.0 Submission Details.

• The lecturer will announce the assignment due date for each task during the semester.
• All assignments must be uploaded to Moodle.
• All documents must be written using Microsoft Word and must include the student’s name and LBIC student id.
• Use an appropriate file name such as LBIC ID along with the title of the assignment (for example, ABC123 Assignment B)

 

4.0 Marking Scheme.

 

Assessment B is worth a potential of 100 marks that will use progressive marking throughout the semester to monitor development and provide feedback. This coursework has a weighting of 60% towards the final grade. Students are required to achieve an overall grade of 50% in order to pass this module.

 

Criteria	Weight
Introduction	/5
Literature review	/15
Research Question	/5
Hypothesis	/10
Research Philosophy	/10
Research Design	/10
Research Strategy	/10
Data collection method	/15
Conclusion	/5
Quality of references	/5
Writing quality	/5
Presentation, structure and cohesion	/5
Total	/100

 

 

 

Unless otherwise stated in Section 2.0, assignments that are marked out of 5 will be graded based on the criteria described below.

 

Score	Criteria
0	(F) An inadequate response. Failing to reach an expected or required level or standard. Submission is deficient in most respects with insufficient understanding or knowledge. Weak organisation of ideas. The task was not understood and was inappropriately addressed.
1	(D) A weak response. Demonstrates little skill or ability. Work tends to be descriptive, lacks appropriate references and is deficient in some areas but demonstrates some signs of understanding some of the key issues.
2	(C) A fair response. Reasonable understanding and knowledge. No more than acceptable or average. Attempted to critique the article, identifying & citing appropriate sources.
3	(B) A good response. Demonstrates familiarity with relevant sources. Good presentation style with a coherent analysis and clear expression of ideas appropriately referenced possessing the necessary skill & understanding of academic theories & models.
4	(A) A very good response. Well presented, demonstrating a high level of understanding based on a proficient comprehensive application of relevant concepts. Refers to a range of academic sources using appropriate referencing conventions. Demonstrates skill & originality in interpreting complex ideas that was presented in a coherent and relevant manner.
5	(A*) An excellent response. Presentation is of very high quality and academic standards. Excellent use of a range of secondary material beyond those introduced or discussed in class, accurately cited, analysed and critically evaluated rather than just described. Demonstrates an authoritative grasp of concept discussed. Provided analysis, evaluation & reflexive conclusions that show originality and insight.

 

ou are required to develop an educational pack aimed at schoolchildren to support their learning in an area you have chosen. You must choose an object of interest you can imagine being exhibited in a gallery or museum for your educational pack (State the name of the gallery or museum.) You can design your pack by basing it on one of two age groups to develop appropriate age-related content. Choose either: Key Stage 2 (7-10 year olds). To understand the National Curriculum requirements for each stage, refer to https://www.gov.uk/government/collections/national-curriculum

 

The pack should include the following:

1. A teacher’s pack or information pack in the form of a pdf file that can be downloaded from the gallery or museum’s website, with contextual/ historical details and images describing the object. State where you would imagine the object being displayed.
2. A schedule of three learning activities that clearly outline the different activities children will engage in. Provide guidance. (Consider where there are before-during and after activities and whether any pre-teaching is required, for example.)
3. A method for evaluating learning that may have taken place.
4. ou should show how your pack 1. relates to current practices in museum learning and in the design of visitor experiences; 2. how your activities relate to the National Curriculum requirements for the stage you have chosen.

…

A 23-year-old male patient is admitted with a fracture of C6 and C7 that has resulted in quadriplegia. He was injured during a football game at the university where he is currently a senior. His career as a quarterback had been very promising. At the time of the injury, contract negotiations were in progress with a leading professional football team.

1. Use Roy’s criteria to identify focal and contextual stimuli for each of the four adaptive modes.

2. Consider what adaptations would be necessary in each of the following four adaptive modes: (1) physiological, (2) self-concept, (3) interdependence, and (4) role function.

3. Create a nursing intervention for each of the adaptive modes to promote adaptation.