Assessment drives learning? The PhD case
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The document discusses assessment of PhD students and its role in driving learning. It aims to consider how Cowan's assertion that assessment is the engine of learning applies to PhD students given the limited interim assessment and thesis-focused model of UK PhDs. It also debates how new training and professional development requirements for PhD students could best be introduced at Napier University in light of the changing vision of doctoral studies.
Assessment drives learning? The PhD case
- 1. Assessment drives learning? The PhD case Dr Alison Crerar, FECCI Dr Hazel Hall, School of Computing
- 2. 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.
- 5. An engine (Mechanical) device that converts fuel into (mechanical or motion) force.
- 6. The engine Assessment converts fuel into learning (and assessment alone, because it is the engine)…
- 7. The engine Assessment converts fuel into learning (and assessment alone, because it is the engine)… Is this right? Is this right?
- 8. 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
- 9. Some things that we learnt To hold a knife and fork To tie our shoe laces st t To cross the roaduusafely ––j j sat e sed sssedtheess at r ass o th rol. . Not to Unnasse otoostrangers speak of ho ol f U e looss sccho tt To readilkke l e aand s li nd om e To writehhom To play a musical instrument
- 10. And when we were eventually assessed Assessment was a gauge.
- 11. And when we were eventually assessed Assessment was a gauge. in HE ins E i i is H i i g hhss is thhnngs tt Buut t , aand t ed… d B 07 , n ng ed… 22007 chhang 0 a av ee c hhav
- 12. 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.
- 13. PhDs at Napier To 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
- 14. 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
- 15. Changing vision of the doctorate From To Thesis output - an original Thesis output - an original contribution to knowledge contribution to knowledge Independent academic Independent research, theoretical or research in a focussed applied domain Study underpinned by a broad-based training in research skills and personal development Graduate output: individual able to contribute in the international labour market
- 16. 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
- 17. 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
- 18. QAA Code of practice - extracts
- 19. University responses Programmes of skills training within PDP scheme, for example: UCL St Andrews University of Edinburgh
- 20. 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?
- 21. Resources Engineering 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