Abstract

In the UK the introduction of coursework into the formal learning environment, as an alternative form of summative assessment, was intended to promote the development of less tangible transferable skills such as critical thinking, creativity and independent learning (CCI). Our recent ESRC funded research project explored the potential of GCSE (General Certificate of Secondary Education) coursework to develop CCI and found that (1) coursework has an important role in enabling students to develop these skills, (2) they are valued by parents, teachers and students and (3) they are fundamental to lifelong learning. The study suggests that the influence of summative assessment produces a schizoid learning environment. In complementary (but contradictory) ways, parents, teachers and pupils seem at the same time to be able to value both the process (i.e. learning) and the product (grades). However, currently, the need of students to get 'marks in the bank' and for schools to secure league table positions ultimately overshadows the learning process.

Bionotes

Keith Bishop, Kate Bullock, Susan Martin and Alan Reid, Department of Education, University of Bath.

As lecturers and researchers in preservice and inservice teacher education a common research interest is in exploring different kinds of student learning in the classroom and the influence of assessment on these.

Presentation Type
30 min. Paper

Presentation Equipment and Other Requests
OHP

Speaking Date/Time Restrictions

Country
United Kingdom