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Framework For Formative Assessment Learning Strategies In Built Environment Higher Education Programmes, Lloyd Scott, Christopher Fortune

Conference papers

Formative assessment has begun to be recognized as a driving force for enhancing student learning. This paper addresses the context of Built Environment (BE) undergraduate programmes and the findings from a research project in the context of the changing Higher Education (HE) environment. The analysis of the literature on formative assessment shows that there is a common concern among the educational researchers about the function and position of assessment in HE today. The overall aim of this research is to contribute to an improvement in the quality of student learning in BE undergraduate education through the development of a theoretical …

Formative Assessment Practices In Built Environment Higher Education Programmes And The Enhancement Of The Student Learning Experience, Lloyd Scott, Chrisopher Fortune

Conference papers

It is widely accepted across Higher Education (HE) that assessment has a strong link with learning and a key factor in this link is formative assessment. Formative assessment is generally defined as an activity taking place during a programme or unit of learning with the express purpose of improving and enhancing student learning. However, there is still considerable disagreement over the roles of lecturers and students in this process. It is therefore very important to understand how lecturers in built environment (BE) undergraduate education perceive their own roles and the role of their students in using assessment strategy to deliver …

Towards A Research Design To Investigate Assessment Practices In Built Environment Undergraduate Education, Lloyd Scott, Christopher Fortune

Conference papers

Abstract

‘To understand is hard, once one understands, action is easy’ (Sun Yat Sen, 1866-1952)

Research in Built Environment has begun to emerge as a distinct field. Within that context the investigation and exploration of assessment practices has received very little attention, particularly evident in the area of formative assessment. This type of assessment and the use of effective feedback mechanisms has been an area of interest for this researcher. The aim is to improve the quality of student learning in Built Environment undergraduate programmes through the development of a theoretical model of formative assessment.

The paper discusses the philosophical …