Open AccessThe Unexpected Rewards of Qualitative Research in Assessment: A Case Example
Author(s) -
Penny Singh
Publication year - 2015
Publication title -
the qualitative report
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.335
H-Index - 35
ISSN - 2160-3715
DOI - 10.46743/2160-3715/2008.1599
Subject(s) - qualitative research , focus group , psychology , inclusion (mineral) , homogeneous , component (thermodynamics) , medical education , pedagogy , social psychology , mathematics education , sociology , medicine , social science , mathematics , physics , anthropology , thermodynamics , combinatorics
This paper reports on the inclusion of an oral component of assessment in science at two tertiary institutions in South Africa. The purpose of this paper is not to report on the results of the assessments conducted, but to focus on some of the unexpected rewards of conducting qualitative research in assessment. Using focus group discussions within a qualitative framework allowed me insights into the thoughts and experiences of the students and assessors, making the benefits of oral assessment apparent. These benefits included how assessment can be used as a learning opportunity, the advantages of homogeneous versus heterogeneous groups, and the benefits of face-to-face interaction, all of which led to improved relationships between students and assessors.