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" Assessing student learning in selected social sciences and humanities undergraduate programmes at universities in the UK and Vietnam : "
Nguyen, Thi Hong Tham
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Latin Dissertation
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| Record Number
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895462
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TLets809706
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| Main Entry
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University of Nottingham
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| Title & Author
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Assessing student learning in selected social sciences and humanities undergraduate programmes at universities in the UK and Vietnam :\ Nguyen, Thi Hong Tham
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| College
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University of Nottingham
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| Date
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2013
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| Degree
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Thesis (Ph.D.)
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| student score
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2013
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| Abstract
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This research study investigates the similarities and differences in assessment policy, perspectives and practices in relation to student learning, desirable graduate outcomes and lifelong learning (LLL) in two departments with similar disciplines: Sociology and Social Policy and English Studies of the Midlands University (MU) – UK and Sociology and English Linguistics and Literature of the Ho Chi Minh City University (HCMU) – Vietnam. The study’s conceptual framework was developed from research literatures on assessment, mainly David Boud’s framework of sustainable assessment or assessment for longer term learning, as the framework for data analysis. The methodology is a comparative case study, and the methods include using semi-structured interviews with 22 staff in both cases, four student focus groups, an action-based intervention at the English department of the HCMU, and document analysis. The similarities and differences across the comparative cases are explained on the basis of the economic, socio-cultural and HE contexts, while Boud’s framework is reframed theoretically and operationally for these contexts, and as a guide to improving practices. The data shows that although more elements of Boud’s framework were found in the MU than the HCMU, assessment in both cases was an imperfect realisation of this framework. The argument is made that this framework can offer a good vision for the two cases to aim at in terms of changes in their assessment perspective and practices, but the framework itself should also be reframed with contextual and cultural features of assessment, as well as the development of human capabilities and functionings in order to encompass a fuller range of educational goals. It is concluded that above all assessment should support not only learning at university but also expansive rather than reductive LLL.
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| Subject
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LC5201 Education extension. Adult education. Continuing education
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| Added Entry
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University of Nottingham
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