Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.487817
Title: Self assessment in religious education
Author: Fancourt, Nigel Peter Michell
ISNI:       0000 0001 3456 884X
Awarding Body: University of Warwick
Current Institution: University of Warwick
Date of Award: 2008
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Abstract:
This research investigates the nature of pupil self-assessment in religious education. It considers the implications of theories of self-assessment as assessment for leaming for self-reflection in pedagogies of pluralistic religious education, and vice versa. Assessment for learning: Research on assessment has claimed that selfassessment is essential in formative assessment, to combat the negative effects of summative assessment. Other recent research has considered the situated nature of classroom practice. How would these classroom factors affect selfassessment in RE? Policy and pedagogy In religious education: The history of the current policy documents is analysed using policy scholarship, and the tension is revealed between measurable intellectual skills and a wider understanding of the place of religious education in developing tolerance and respect, both in the England and Wales, and internationally. Are policy and assessment properly aligned? Practitioner research: Virtue theory is developed as a research paradigm for practitioner research for professional development. Rigour is established through a reflexive use of qualitative, largely ethnographic methods, especially group interviews. Analysis includes consideration of pupils' assessment careers. Reflexive self-assessment: As a result of analyzing the data on assessment and religious education an original form of self-assessment is proposed. Reflexive self-assessment is a subject-specific model of self-assessment, linked to interpretive approaches. This harmonizes classroom self-assessment of both intellectual skills and intercultural values. The classroom conditions necessary to allow it to develop are examined. The implications of this for theories of self-assessment, learning autonomy and current policies of religious education are considered. Finally, the research is reviewed, notably the implications for researching and teaching, and future developments. The quality of the research is defended, in terms of significance, originality and rigour.
Supervisor: Not available Sponsor: Culham Educational Foundation (CEF) ; University of Warwick (UoW) ; Farmington Trust (FT)
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.487817  DOI: Not available
Keywords: LB1603 Secondary Education. High schools
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