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ERIC Number: EJ1178028
Record Type: Journal
Publication Date: 2010
Pages: 14
Abstractor: As Provided
ISSN: ISSN-1029-8457
The Identity Reflected in the Assessment Criteria for a Professional Honours Degree Thesis
Hurst, Ellen
African Journal of Research in Mathematics, Science and Technology Education, v14 n2 p71-84 2010
It has been argued in recent educational literature that assessment drives learning, and that assessment should therefore rigorously align with the intended outcomes of a course of study. This article describes a research project analysing the assessment tool for the research component of a professional degree in a faculty of engineering and the built environment at a university in South Africa. The research employs an action research methodology to undertake two cycles of planning, fact-finding and execution in order to improve the assessment tool. During the first cycle of research the outcomes for the research component are found to orientate towards an academic rather than professional identity. Moreover, the academic expectations are not made explicit to staff or students in the assessment tool. During the second cycle a new tool is developed and implemented. Evaluation of the new tool shows improved alignment with the outcomes of the course. However, the analysis highlights a number of further areas for improvement, and the article concludes with recommendations for future assessment design.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa
Grant or Contract Numbers: N/A