Assessing Action-Research Projects within Formal Academic Programmes: Using Elliott's Context-Related Criteria to Resolve the Rigour versus Flexibility Dilemma

Autor/inn/en	McMahon, Tim; Jefford, Elaine
Titel	Assessing Action-Research Projects within Formal Academic Programmes: Using Elliott's Context-Related Criteria to Resolve the Rigour versus Flexibility Dilemma
Quelle	In: Educational Action Research, 17 (2009) 3, S.359-371 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-0792
Schlagwörter	Stellungnahme; Distance Education; Criteria; Research Reports; Educational Planning; Experiential Learning; Academic Failure; Masters Programs; Obstetrics + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Research report; Forschungsbericht; Bildungsplanung; Experiental learning; Erfahrungsorientiertes Lernen; Magister course; Magisterstudiengang; Geburtshilfe
Abstract	An action-research account of a successful improvement to practice presented for assessment within a taught MA in education was given a fail grade. The student's challenge to this decision led the university assessor to re-evaluate and change his own practice in assessment in much the same way as the student had in the original report. The narrative of this event is used to explore the central dilemma of assessing action-research reports inside academic programmes; namely, the competing needs of the action-researcher to follow the investigation wherever it leads and the need for the student to meet pre-set criteria for assessment. Following an introduction, Part 2 of the paper presents an extract from the original action-research account while Part 3 presents the story of the assessment and notes how it exemplifies some of the key issues relating to the way action-research can and should be assessed within credentialed academic programmes. Part 4 explores these issues further and suggests that Elliott's formulation of quality criteria can resolve the central dilemma of marking action-research reports within credentialed programmes of study. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10