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 CourseLevel Assessme nt Type of assessm ent Feedback /Reflecti ve compone nt Student research identity Practical experienc e in methods Practical experien ce in analysis Employab ility skills commen ts Applied social research (criminolog y and sociology) 3 rd year Undergradua te Research Project Summativ e YesYes, permits students to identify a problem in community and devise a piece of research for the solution Yes, students use different research methods to do their fieldwork involved in the research Yes, students conduct the data analysis and report their findings resultantly Yes, it promotes students’ team- working, fieldwork, communica tion skills as well as encourages students to develop working relationship with the organizatio ns In a nutshell, it is a great assessmen t allowing students to use research methods for solving real life problems in the organizati ons

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) Research tutored Engaging in research discussions Research based Undertaking research inquiry Research Oriented Developing research and inquiry skills and technique Research led Learning about current research in the discipline Source: Adapted from Healey (2005, 70) ACTIVE PASSIVE ACTIVE PASSIVE

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) Concrete Experience (Experiencing) Reflective Observation (Reflection) Abstract Conceptualisation (Thinking) Active Experimentation (Acting) Developing Research Question/ Aims Piloting the Research Method for the Study Gaining fieldwork experience Reflecting on their piloted method 13

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/Semi nars/Disciplines_SS/GEN249_Hopehttp://www.heacademy.ac.uk/events/detail/2013/Semi nars/Disciplines_SS/GEN249_Hope RMPG linked group: http://www.linkedin.com/groups/Research- Methods-Pedagogical-Group- 4368790?home=&gid=4368790&trk=anet_ug_hmhttp://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.uka.hosein@surrey.ac.uk Dr Namrata Rao- raon@hope.ac.ukraon@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