In this study, student assessment experiences related to practice education are explored in the context of two pre-registration physiotherapy courses (BSc and MSc), at the University of Brighton. The notion of student assessment, in the sense it is being used in the study, refers to student assessment processes related to a fixed period of education within a professional practice setting, as an integral part of the higher educational process and course curriculum. Qualitative data of students lived experiences were obtained after their practice placements, based on individual, face-to-face interviews, and in-depth interview techniques. Phenomenological descriptive and interpretive strategies will be implemented in analysing the data. The study has significant implications for obtaining new insights into student assessment processes related to practice placements, as a lived-through experience. This may have implications for students; in being able to relate with the experiences being explored; educators’ appreciation of the varied ways in which assessment related to practice placements can be experienced by students; which again may have implications for their preparation for assessment and placements. It may also address needs for further research. In long term, the findings of the study may benefit all stakeholders (students, teachers, practice educators, curriculum developers) involved in the development of student assessment at University of Brighton.
|Publisher||University of Brighton, 3rd Feb 2017|
|Place of Publication||Brighton, UK|
|Publication status||Published - 3 Feb 2017|
Vuoskoski, P., & Morris, J. (2017, Feb 3). Student assessment experiences related to practice education: a qualitative interview study underpinned by phenomenology and hermeneutics. Brighton, UK: University of Brighton, 3rd Feb 2017.