Reflecting on research – the experience of researching students’ confidence about assessment

Cheryl  Gordon

Abstract below..

There is evidence (Claxton 2010:14) of an increasing number of well qualified students entering Higher Education with real doubts about their ability to succeed in degree level assessment.  Whilst there is a large body of literature surrounding the concept of self-efficacy within education (Bandura 177, Sander and Sanders 2003), this is often focussed upon becoming and being a student rather than specifically undertaking assessments in a HE context.  The aim of the research is to investigate the development of ‘student assessment confidence’ throughout 16-18 education in order to evaluate its impact upon transition to University assessments and beyond.  Using a grounded theory interview method with new first year student participants, the study aims to take a constructivist approach to exploring these influences in order to improve HE assessment practice 

The poster presentation aims to give a reflective account of the research journey so far.  It is intended to be both formative and discursive exploring  researcher practice and experience of the research process, as well as the relationship to current and previous practice. It highlights the paradigm struggles of the researcher around rigour, reliability and validity in a qualitative research project.  Epistemological battles within the researcher paradigm and acceptance of other lenses through which educational researchers may view these issues (Cresswell 2000) are also discussed

In particular, problematic aspects surrounding sample recruitment are highlighted with reflection on the researcher positionality within the research process (Mercer 2007).  The reflexivity of the researcher within a grounded theory interview process is also evaluated  (Charmaz 2003) with an emphasis on personal development and growth, to embrace a critical approach to the ‘self’ as researcher.  It is hoped that the presentation will stimulate dialogue within a community of practice around  ‘what is going on’ in the research process through ongoing self-appraisal and self-critique

References

Bandura, A. (1977) Self-Efficacy: Toward a Unifying Theory of Behavioural Change  Psychological Review Vol 84 (2) pp191-215

Charmaz, K. (2003) Qualitative interviewing and grounded theory analysis in Holstein, J., A. and Gubrium, J., F. (Eds) Inside Interviewing:  New Lenses, New concerns  London:Sage

Claxton, G. (2010) Building Learning Power.  Paper at Whole Education conference March 2010

Cresswell, J.,W. and Miller, D., L. (2000) Determining Validity in Qualitative Inquiry Theory into Practice Vol 39 (3) pp 124 -130

Mercer, J. (2007) The challenges of insider research in educational institutions: wielding a double‐edged sword and resolving delicate dilemmas  Oxford Review of Educatioon  Vol 33 (1) pp 217-226

Sander, P. and Sanders, L. (2003) Measuring confidence in academic study Electronic Journal of Research in Eduational Pyschology and Psychopedagogy Vol 1(1) pp 1-17