Assessment and Learning Research Cluster (ALRC)
The Assessment and Learning Research Cluster (ALRC) is one of a number of research clusters within the Centre for Educational Research at the University of Derby. The research focus of the cluster is assessment in educational and work- based settings. Our key aim is to bring together different strands of research and scholarship in the area of assessment and to explore the links between these. We are interested in the complexities of assessment in classroom settings in all phases of education, schools, colleges and universities as significant sites of learning for students, teachers and lecturers. A particular interest is the challenge of assessment in the workplace.
The ALRC is open to experienced researchers but welcomes beginning researchers and post-graduate students.
We hope that you will take some time to check out our website for news and events and please contact us if you would like more information about the work of the cluster and particularly if you would like to participate and further its aims as an individual researcher or if you are looking for collaborative research opportunities.
Advance Notice
A Lecture and Workshop will be held early in the new academic year by Dr David Barlex, formerly Director of Nuffield Design and Technology Project and Senior Lecturer at Brunel University. David's theme will consider:
"new and emerging technologies that might be 'disruptive': consideration and use of these technologies might be included in curricula at different levels in the education systems KS3, KS4, KS5, FE, HE, ITE, CPD etc (embracing vocational as well as academic)"
Watch this space for more details.
Recent guest lectures
Professor Paul Black visited the University of Derby on the afternoon of the 2nd May to speak to the newly formed Assessment and Learning Research Cluster. Paul, a renowned expert in assessment and currently Emeritus Professor of Science Education at Kings College London, spoke on "Formative and Summative Assessment, Practice and Principles".
Summary: "The first part of the lecture described the key activities involved in the uses of interactive dialogue, between teachers and students, and between students themselves, in improving classroom learning. The principles underlying these, both in the cognitive and the affective domain, were linked to this description. A second part discussed teacher practices in summative assessment. One of the questions examined here is the need to enhance the quality of these assessments so that all involved can have confidence in the results, and that both policy-makers and the public are more willing to give teachers an important role in high-stakes public assessments."
A lively and interesting discussion, chaired by Professor Des Hewitt of the University of Derby, followed.
Contact:
Peter Revill
Tel. 01332 597809
Mob.07795 043 740
p.revill@derby.ac.uk
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