Assessment Physical Assessment Part 1 Helen Harkreader, RN, PhD.
Assessment drives learning? The PhD case
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Transcript of Assessment drives learning? The PhD case
Assessment drives learning?The PhD case
Dr Alison Crerar, FECCIDr Hazel Hall, School of Computing
Aims of the workshop
1. To bring PhD teaching into the mainstream teaching arena.
2. To introduce participants to changes in requirements for UK doctorates.
3. To consider Cowan's assertion in relation to PhD students.
4. To debate how new training and PDP requirements for PhD students are best introduced.
!!!!!!!!!!!!!!!
An engine
(Mechanical) device that converts fuel into (mechanical or motion) force.
The engine
Assessment converts fuel into learning (and assessment alone, because it is the engine)…
The engine
Assessment converts fuel into learning (and assessment alone, because it is the engine)…
Is this right?
Some things that we learnt
To hold a knife and fork To tie our shoe laces To cross the road safely Not to speak to strangers To read To write To play a musical instrument
Some things that we learnt
To hold a knife and fork To tie our shoe laces To cross the road safely Not to speak to strangers To read To write To play a musical instrument
Unassessed – just
like lots of others at
home and school.
And when we were eventually assessed
Assessment was a gauge.
And when we were eventually assessed
Assessment was a gauge.
But this is HE in
2007, and things
have changed…
More seriously in the context of the PhD
What does Cowan’s contention imply with respect to UK PhD students?
Thesis submission Viva Delivered at the end of 3 years of full-time study Limited interim assessment
Whether or not we accept the engine metaphor, there are issues that merit discussion here.
PhDs at NapierTo 1992
CNAA PhDs Few students
1990s Steady growth in most departments Many staff members as PhD students
2000 onwards New staff appointments – expectation of PhD Growth in student numbers Maturity of staff expertise in supervision and examination
experience
UK background
Recent growth in PhD student numbers For example, final year numbers up 31% between 1999 and
2003 Greatest increase in international and part-time students Is this part of the general “escalation” of qualifications?
Motivation to complete a PhD Keen interest in the subject area The challenge, and general personal development Improvement in employment and promotion prospects
Changing vision of the doctorate
From ToThesis output - an original contribution to knowledge
Thesis output - an original contribution to knowledge
Independent academic research in a focussed domain
Independent research, theoretical or applied
Study underpinned by a broad-based training in research skills and personal development
Graduate output: individual able to contribute in the international labour market
Key drivers for change
Influence of other models e.g. USA
Influence of bodies Research councils “Measurement” activities, e.g. RAE, national benchmarking Documentation to inform policy, e.g. Joint skills statement,
Roberts report, QAA code of practice
Shifts in perspective Value placed on applied research and knowledge transfer
Research councils’ Joint skills statement
Transferable skills training required in the areas of:
Research skills and techniques Research environment Research management
Personal effectiveness Communication skills Networking and team working Career management
QAA Code of practice - extracts
University responses
Programmes of skills training within PDP scheme, for example:
UCL St Andrews University of Edinburgh
Workshop discussion
To what extent does Cowan’s assertion apply to PhD students?
How might the new training and PDP requirements for PhD students be introduced at Napier?
ResourcesEngineering and Physical Sciences Research Council (2007, May 28). Joint statement on skills training. Retrieved June
19, 2007 from http://www.epsrc.ac.uk/PostgraduateTraining/JointStatementOnSkillsTraining.htm
HM Treasury (2002, April). SET for success: the supply of people with science, technology, engineering and mathematics skills. The report of Sir Gareth Roberts’ review. Retrieved June 19, 2007 from http://www.hm-treasury.gov.uk/documents/enterprise_and_productivity/research_and_enterprise/ent_res_roberts.cfm
Park, C. (2007, January). Redefining the doctorate. Retrieved June 19, 2007 from http://www.heacademy.ac.uk/embedded_object.asp?id=22136&prompt=yes&filename=Chris Park
The Quality Assurance Agency for Higher Education (2004, September). Code of practice for the assurance of academic quality and standards in higher education: section 1 postgraduate research programmes. Retrieved June 19, 2007 from http://www.qaa.ac.uk/academicinfrastructure/codeOfPractice/section1/postgrad2004.pdf
The UK Grad programme (2005). Report of proceedings of UK Grad Programme Roberts Policy Forum, January 2005, Rugby. Retrieved June 19, 2007 from http://www.grad.ac.uk/downloads/documents/Reports/Roberts%20Report%202005.pdf
The UK Grad programme (2007). Welcome to the UK Grad Programme. Retrieved June 19, 2007 from http://www.grad.ac.uk