Recording Achievement in Higher Education: A Survey of Student Attitudes and Selfassessment Ratings

  • Elizabeth King

    Student thesis: Master's Thesis


    The present research aimed to provide an assessment of the experiences, attitudes and opinions of school-leavers in relation to recording achievement at school and Further Education and their expectations for recording achievement in Higher Education. It also aimed to determine the appropriateness and effectiveness of a profiling pack for recording achievement at the University of Glamorgan.

    A questionnaire survey was used to establish an overall positive attitude in relation to recording achievement at school, but only a limited use of the record of achievement in application to Higher Education. Students were, however, keen to update their records of achievement whilst at University.

    An analysis of the self-assessment questionnaire for skills within the portfolio pack formed the basis of a longitudinal survey to determine the appropriateness of this tool.Students lacked motivation towards completing the portfolio pack and becoming involved in the profiling process. It became evident that a reliance on self-assessment for recording achievement was inappropriate because of individual differences in the accuracy of self-assessment and the change in individual perceptions of their competence over time.

    A low level of response, which posed questions regarding the validity of the data, limited the research. It was not possible to fully analyse the responses and make comparisons between groups in the longitudinal survey because of the small numbers involved.

    Further research needs to identify the subgroups of learners who respond differently to recording achievement; identify the expectations of employer groups; investigate more fully the relationship between school experiences and future expectations and examine the issues of ownership.
    Date of AwardMay 2000
    Original languageEnglish

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