Focus group interviews

A comprehensive list of questions (about 28) was prepared for use during these interviews with the heads of departments, teachers (collectively called teaching staff), and students. For the survey conducted on teachers, four topics were addressed: (i) policy guidelines and effects of external bodies; (ii) models and methods of assessment; (iii) indicators measuring students' work; and (iv) feedback mechanisms, workload and difficulties concerning assessment and its practices.

For the survey conducted on students, the questions addressed six topics; (i) general comments on assessment; (ii) methods of assessment; (iii) impact of assessment on learning; (iv) workload and difficulties concerning assessment; (v) feedback mechanisms; and (vi) identification of good practices.

The University currently has 26 departments overseen by six faculties, 15 of these were selected (representing the six faculties), as the target areas for the focus group interviews. As mentioned previously, the interviewees in each department were department heads, teaching staff, and students. Individual interviews were conducted with the heads of the 15 departments, whereas, for teaching staff, and students, interviews were conducted in groups of about five per group. It was not possible to interview staff and students from all 26 departments, so the selected departments represented a reasonable cross-section across the University. Altogether 40 interviews were conducted with 15 department heads, 13 teaching staff groups, and 12 student groups between April and June 2003.

مواضيع ذات صلة

Formative and summative assessment

Actual assessment practices

Discussion Outcome-based assessment

Perspectives of Teachers and Students towards Assessment Questionnaire survey

Perspectives of Teachers and Students towards Assessment Method

Perspectives of Teachers and Students towards Assessment

Conclusions for Effective Verbal Feedback for Project-Based Assessment: A Case Study of the Graphic Design Critique

Future research directions

Learning from students perceptions of feedback

Outcomes of the action inquiry Analysis of students perceptions of feedback

Action inquiry into the graphic design critique

Research methodology The action inquiry process