The Assessment of Skills in Research Methods
Bibliographic Data
| ID | 2325473 |
|---|---|
| Authors | Catherine Marsh (Social and Political Sciences Committee, University of Cambridge, Newnham College, Cambridge, corresponding author) |
| Year | 1981 |
| Volume | 15 |
| Issue | 4 |
| Pages | 519-525 |
| Publication date | 1981-11-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Sociology (JOURNAL) |
| Journal identifiers | ISSN: 0038-0385 • E-ISSN: 1469-8684 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/003803858101500406 |
| OpenAlex | W2072635605 |
| Language | EN |
| Citations received | 1 |
In scrutinizing the effectiveness of the teaching of research methods, it is important to devote some time to considering how the skills are assessed. The three hour unseen examination is particularly unsuitable to assessment in this area; it constrains teaching in a detrimental fashion and assesses fluent ability to talk about how research is or should be done rather than the competence of any individual to do it. Evidence is adduced from recent compendia of syllabuses of research methods courses that this style of assessment is still popular, however
Art · Competence (human resources) · Engineering ethics · Mathematics education · Pedagogy · Sociology · Style (visual arts) · Syllabus · Visual arts · Educational Assessment and Improvement · Educational Assessment and Pedagogy · Engineering · Evaluation and Performance Assessment · Psychology · Social Psychology
| Unique citing works | 1 |
|---|---|
| Citations per year | 0,14 |
| Citation span | 2019 - 2019 (1) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 1 |