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Please use this identifier to cite or link to this item: http://bura.brunel.ac.uk/handle/2438/5592

Title: Assessment and Learning: A conversational exploration of the relationship between the assessment of managers and their learning
Authors: Solkin, Laurence
Advisors: Harri-Augstein, S
Thomas, L
Publication Date: 1998
Publisher: Brunel University
Abstract: This research seeks to explore the relationship between formal assessment methods used within organisations and the subsequent learning of managers. The managers who participated in this study are all employees of the London Fire Brigade and the assessment that they undertook were administered as part of the selection and development activities provided by that organisation. The purpose of the research was to examine how being assessed affected their learning and the methodology used was that of action research. Two forms of assessment were administered those of the management assessment or development centre and those of the national vocational qualification system (NVQs). The research is based on two parallel sets of case studies with managers who participated in the different assessment activities. The initial absence of any clear positive learning, as a product of being assessed gave rise to a broader consideration of the relationship between assessment and personal learning. This examination culminated in the development of personally oriented tools that were used to interpret assessment data and to assist in the management of individuals' learning. The results are considered in the context of current literature and practice regarding assessment, and conclusions are made in relation to improving the learning outcomes of assessment processes. The issues of learner involvement and learner's control over the learning process are discussed and integrated within the conclusions and the adoption of a more humanistic approach based on self organisation recommended. Finally, the research considers the methodology required for studies of the quality of human learning and the need for learner participation on the research process itself.
Description: This thesis was submitted for the degree of Doctor of Philosophy and awarded by Brunel University.
URI: http://bura.brunel.ac.uk/handle/2438/5592
Appears in Collections:Brunel University Theses
Centre for the Study of Human Learning

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