Assessments in Research Methods: A Literature Review (DRAFT)

1. Assessments in Research Methods: A Literature Review (DRAFT) Dr Anesa Hosein and Dr Namrata Rao

2. Outline • Rationale for looking at Assessments in Research Methods • Methods for collecting assessment data • Current framework for analysing data on Assessments (work in progress) • Suggested ways to look at Assessments in Research Methods • Invite discussion on different frameworks for looking at assessments in research methods

3. “ We need to encourage universities and colleges to explore new models of curriculum……………Incorporate research-based study for undergraduates (to cultivate awareness of research careers, to train students in research skills for employment, and to sustain the advantages of a research-teaching connection in a mass or universal system) …” ( Ramsden, 2008) “ We believe an understanding of the research process – asking the right questions in the right way; conducting experiments; and collating and evaluating information – must be a key part of any undergraduate curriculum.” ( Rammell, 2006)

4. Rationale • Jenkins and Healey (2005) publication of the teaching-research nexus and QAA guidelines into developing research skills • Many UK Social Sciences undergraduate degree programmes have incorporated a research methods and research project course. • Research methods courses • Compulsory component of postgraduate UK Social Sciences • Gaining more popularity at the UK undergraduate level (in the USA taught for a long time see for example Ransford and Butler, 1982). • Limited published research into research methods pedagogy and assessment (see Wagner, Garner and Kawulich, 2011).

5. Rationale • To help tutors be familiar with the form and pattern of assessment at the postgraduate and undergraduate level. • Examinations? • Proposals? • Specific principles such as experiential learning e.g. Hosein and Rao (2012) at the 2012 HEA Social Sciences Conference. • Belief that innovative assessment techniques are unknown • Lack of any shared literature or community of practice. • By understanding current assessment practices • Allow tutors to improve and extend assessments to encourage/enhance students’ engagement as well as develop students’ identity as researchers

6. Methodology • Previous literature review of research methods pedagogy focused on journal articles (see Wagner et al., 2011) • The literature review undertaken in this study involves: • review of academic sources • conference and course blogs • course outlines • conference presentations • publications

7. Current Analytical Framework • A framework is being used to judge the effectiveness of the assessments which includes whether the assessments: • Are for learning or of learning • Feedback or reflective component included • Formative or summative assessments • Promoted students identity as a researcher • Promoted the level of student engagement • Helped students receive practical experience in methods • Helped students receive practical experience in analysing data • Qualitative and quantitative data analysis • Developed students employability skills

8. Journey So Far….. I . Course Outline analysis • UK and International course outlines (to be updated in May) • General details • Which year? • What are the learning outcomes? • What are the assessments? Formative or summative? • What kind of skills is it likely to develop: • Transferable skills? If yes, what types? • Is there a focus to link the transferable skills to employability skills? • What research skills?

9. An Example

10. Additional Ways of Looking at Assessments • Research-Nexus Framework • Kolb’s Experiential Learning Cycle • Developmental Stage of Students’ Learning based on Assessment

11. Research-Nexus – (Assessments as different research orientations) ACTIVE ACTIVE PASSIVE PASSIVE Source: Adapted from Healey (2005, 70)

12. Developmental Journey of the Student(Mapping Assessment as Learning with the Levels) Source: Based on Hodge et al. (2008)

13. Kolb’s Experiential Learning Cycle (Assessment as experience) Developing Research Question/ Aims Abstract Conceptualisation (Thinking) Reflecting on their piloted method Reflective Observation (Reflection) Active Experimentation (Acting) Piloting the Research Method for the Study Concrete Experience (Experiencing) Gaining fieldwork experience

14. Invite Discussion on Frameworks • Which framework best helps describe assessment in research methods? • Which framework provides a method for tutors to help devise better assessments? • Which framework encourages building researcher’s identity and employability?

15. Participate: • Please participate: • Re-energising undergraduate research methods pedagogy in educationhttp://www.heacademy.ac.uk/events/detail/2013/Seminars/Disciplines_SS/GEN249_Hope • RMPG linked group: http://www.linkedin.com/groups/Research-Methods-Pedagogical-Group-4368790?home=&gid=4368790&trk=anet_ug_hm • Any queries: • Dr Anesa Hosein- a.hosein@surrey.ac.uk • Dr NamrataRao- raon@hope.ac.uk

16. References (DRAFT) • Jenkins, A. and Healey, M. (2005), Institutional Strategies to Link Teaching and Research, Higher Education Academy • Hosein, A. and Rao, N. (2012), “Research in Action: Bringing Research Methods to Life”, Presented at the HEA Social Sciences Conference, May, Liverpool • Ransford, H. E. and Butler, G. (1982), "Teaching research methods in the social sciences", Teaching Sociology, 9(3), pp. 291-312 • Wagner, C., Garner, M. and Kawulich, B. (2011), "The state of the art of teaching research methods in the social sciences: towards a pedagogical culture", Studies in Higher Education, 36(1), pp. 75-88