Abstracts – Browse Results
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Ahern, E (2022) A framework for improving the process of building certification to enhance energy efficiency: the case of Ireland, Unpublished PhD Thesis, , Anglia Ruskin University.
Akande, O K (2015) Factors influencing operational energy performance and refurbishment of UK listed church buildings: towards a strategic management framework, Unpublished PhD Thesis, , Anglia Ruskin University.
Alkhraisha, A (2023) Approaches for enhancing the construction and demolition waste management strategy in Jordan, Unpublished PhD Thesis, , Anglia Ruskin University.
Bispham, J (2008) Historic imported softwood in eastern England: past knowledge, current perceptions and conservation, Unpublished PhD Thesis, , Anglia Ruskin University.
Burrell, P A (2017) Structural errors and failures in construction: is knowledge hidden?, Unpublished PhD Thesis, School of Engineering & the Built Environment, Anglia Ruskin University.
Crabtree, P J (2014) The optimisation of construction management higher education to promote professional competencies and professional capability, Unpublished PhD Thesis, Department of Engineering and the Built Environment, Anglia Ruskin University.
Crascall, L M (2021) Re-imagining built environment education: investigating the pracademic through autoethnography, Unpublished PhD Thesis, , Anglia Ruskin University.
Gale, K (2013) An evaluation of performance improvement within public sector construction framework agreements, Unpublished PhD Thesis, Department of Engineering and the Built Environment, Anglia Ruskin University.
Hobart, C (2019) Building sustainability assessment schemes: The role of criteria in translating aims into effect, Unpublished PhD Thesis, , Anglia Ruskin University.
Muleya, F (2014) Modelling wheeled construction plant performance in clay and sandy terrain : a terramechanics perspective, Unpublished PhD Thesis, Department of Engineering and the Built Environment, Anglia Ruskin University.
Powell, M J V (2003) Built environment and biblical theology: Making connections: Discerning relationships, Unpublished PhD Thesis, , Anglia Ruskin University.
Quarterman, M (2017) Acquisition of higher-order professional competencies: a new synergistic learning model, Unpublished PhD Thesis, School of Engineering & the Built Environment, Anglia Ruskin University.
Talbot, B (2021) A novel data-driven tool to improve construction schedule accuracy, Unpublished PhD Thesis, , Anglia Ruskin University.
Vohmann, B (2019) Authentic assessment to enhance undergraduates' learning and development as effective practitioners in built environment disciplines, Unpublished PhD Thesis, , Anglia Ruskin University.
- Type: Thesis
- Keywords: built environment; feedback; learning; employer; graduate; professional; action research; case studies; focus group; interview
- ISBN/ISSN:
- URL: https://arro.anglia.ac.uk/id/eprint/704910/
- Abstract:
Purpose: Assessment feedback is an important contributor to student learning, yet research shows that built environment students are the least satisfied in respect of feedback and reasons for this are not fully understood. Further, recent research shows that built environment students are not always as well prepared for industry as employers' desire. This work explores means by which use of authentic assessment, allied with assessment feedback, contributes to resolving both of these problems. Research design: The research takes an anti-positivist and interpretive epistemology. The methodology used comparative case studies to generate ideas for modifications to practice in action research, in which assessment was modified to be more authentic to professional practice. Data were gathered from documents, focus groups with students, and interviews with tutors and employers throughout the cycles of action research. Findings: Findings suggest that authentic assessment, allied with feedback, may provide an enhanced learning experience for built environment undergraduates. Professional practice activities incorporated within assessment exposed students to practice-based real-world activities and challenges, thereby supporting their development and better equipping them for industry. Further, assessment design influenced feedback design, which correlated with students' perception and understanding of their feedback. Conclusions: Authentic assessment, allied with assessment feedback, supported student learning effectively and helped prepare students for industry through exposure to real-world activities and challenges. Making assessment more authentic to professional practice, and allied with assessment feedback, provided an enhanced learning experience for built environment undergraduates. Developed from this research, the thesis provides a toolkit for tutors to support their design of authentic assessment and allied feedback. The contribution to knowledge of this thesis is, first, the contribution to theory concerning assessment authenticity in relation to professional practice for built environment undergraduates, and, second, the contribution to practice through production of a tutors' toolkit.
Zhao, Y (2016) Green supply chain management drivers/pressures, practices and performance in Chinese construction industry, Unpublished PhD Thesis, Lord Ashcroft International Business School, Anglia Ruskin University.