Research Methods and Testing (Research Strands)
| Module title | Research Methods and Testing (Research Strands) |
|---|---|
| Module code | EDPS007 |
| Academic year | 2024/5 |
| Credits | 60 |
| Module staff | Dr Will Shield (Lecturer) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 10 | 10 | 10 |
| Number students taking module (anticipated) | 10 |
|---|
Module description
In this module you will lay the foundations for your training as a researcher. There are two units, in the first you will rehearse and recall some of the skills that you learned as an undergraduate through conceptualizing research in real world settings. Finally reading extensively around an area of interest to you to form a foundation for your research plan to be completed as part of EDPS008.
In the second unit you demonstrate all the competencies necessary for application for the certificate of competence in educational testing, in addition you will use these knowledge and skills to consider the factors necessary for construction of an effective questionnaire.
Module aims - intentions of the module
By the time you have finished this module you will:
- Be able to distinguish between the different paradigms of research in education and psychology
- Have information on the main elements of theory and practice in researching as a professional psychologist in educational settings.
- Be able to formulate, design, carry out and communicate the results of research that is relevant to learners from pre-school to adult contexts, and to those concerned with the provision of learning experiences.
- Be able to carry out research that is ethical, thoughtful and responsible and that contributes to the development of education and psychology as interconnected fields.
- Have the skills to critically evaluate your own research work and that of others, which will lead to a mode of professional practice based clearly on research findings.
- Be able to explain how research work is a necessary and integral part of the role of a professional educational psychologist.
- Be equipped to research effectively individually or as part of a larger research group.
- Be able to know how to access and deploy resources to conduct research.
- Know how to communicate your research findings widely.
- Explore your strengths and research interests, and wherever possible respond positively to your research ambitions within the context of the professional training course in educational psychology
These ILOs are based upon the competency statements that form part of the BPS programme standards.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. demonstrate knowledge of paradigms and methods appropriate for research in the field of educational psychology.
- 2. have a thorough knowledge of psychometric theory which has relevance to psychological assessment (e.g. classical test theory, item response theory, sources of error and bias, reliability, validity and effect sizes).
- 3. understand the research methods used and critique research papers from the psychological and educational literatures
- 4. frame issues arising from educational contexts as research questions and describe the ontological and epistemological underpinnings of the research questions that you have formulated
- 5. be able to describe the relative value of research in terms of an evidence base for practice
- 6. be aware of the debates surrounding the possibilities of an evidence base for educational practices
- 7. map methods onto research questions and discuss the methods of analysis associated with methods used
- 8. use educational tests appropriately and ethically
- 9. understand how to design and pilot a new questionnaire
- 10. describe how evaluation could be considered a subset of research
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 11. access and critically evaluate complex research relevant to their professional work
- 12. use research to generate new knowledge and to solve complex problems in educational psychology
- 13. have knowledge about and understanding of the ontology and epistemology and methodology that underpins the major research strands within educational and psychological research
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 14. critically evaluate research and produce systematically conducted research syntheses to inform practice and policy decisions.
- 15. innovate, be independent, work inter-dependently and with confidence to exercise personal responsibility and autonomous initiative in managing research and evaluations in complex professional situations
- 16. work effectively with others whilst carrying out research and communicate the results of this research to all relevant parties
- 17. recognize and address and manage professional and ethical dilemmas, taking account of HCPC and BPS professional codes, working with others to formulate solutions;
- 18. incorporate self awareness and self reflection in professional work;
- 19. critically evaluate the evidence base for any claims made either theoretically or practically
Syllabus plan
This module is delivered through on line learning interleaved with seminar sessions working from basic philosophical underpinnings onto more focused work on methods and ways of analysis. The unit comprising the first part of the course are delivered through the medium of exploring research papers that are relevant to the field of educational psychology and through extensive use of problem and enquiry based learning.
The second unit provides the teaching and practical experience not only to cover the demands of the certificate in competence in educational testing but also the foundations of questionnaire design. Much of the unit is delivered in school classroom settings.
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 200 | 400 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning & Teaching activities | 30 | Seminar |
| Scheduled Learning & Teaching activities | 20 | Observed Practice |
| Scheduled Learning & Teaching activities | 10 | Demonstration |
| Scheduled Learning & Teaching activities | 50 | Problem and Enquiry Based Learning (PEBL) |
| Scheduled Learning & Teaching activities | 50 | Coursework |
| Scheduled Learning & Teaching activities | 40 | Directed activity |
| Guided Independent Study | 400 |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Observed practice | 16 hours | 8, 18 | Verbal |
| Tests | 4 hours | 2, 9, 19 | Verbal and written |
| Problem and Enquiry Based Learning (PEBL) | 10 hours | 1, 3-7, 10-12, 16-17 | Verbal and written |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Critical review of papers | 50 | 4000 | 13-15 | Annotations and summary |
| Written Reflective Account | 50 | 4000 | 1, 5, 6, 8, 12, 18, 19 | Annotations and summary |
| 0 | ||||
| 0 | ||||
| 0 | ||||
| 0 |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Critical review of papers | Critical review of papers | All | 3-6 weeks |
Indicative learning resources - Basic reading
Aveyard, H., & Sharp, P. (2009). A Beginners Guide to Evidence Based Practice. New York NY: Open University Press.
Biesta, G. (2007). WHY "WHAT WORKS" WON'T WORK: EVIDENCE-BASED PRACTICE AND THE DEMOCRATIC DEFICIT IN EDUCATIONAL RESEARCH. Educational Theory, 57(1), 1-22.
Burns, M., & Ysseldyke, J. (2009). Reported Prevalence of Evidence-Based Instructional Practices in Special Education. The Journal of Special Education, 43(1), 3-11.
Cohen, L., Manion, L., & Morrison, K. (2011). Research Methods in Education (7th ed.). London: Routledge Falmer.
Cresswell, J. W. (2007). Qualitative Inquiry and Research Design: Choosing among five approaches. Thousand Oaks CA: Sage Publications Inc.
Gillham, B. (2007). Developing a Questionnaire. London: Continuum.
Kloos, B. (2005). Community Science: Creating an Alternative Place to Stand? American Journal of Community Psychology, 35(3), 259-267.
Maton, K., Perkins, D., & Saegert, S. (2006). Community Psychology at the Crossroads: Prospects for Interdisciplinary Research. American Journal of Community Psychology, 38(1), 9-21.
Patton, M. Q. (2011). Developmental Evaluation: Applying Complexity Concepts to Enhance Innovation and Use. New York NY: The Guilford Press.
Rust, J., & Golombok, S. (2008). Modern Psychometrics: The Science of Psychological Assessment (3rd ed.). London: Routledge.
Scott, D., & Usher, R. (2010). Researching Education: Data, Methods and Theory in Educational Enquiry (2nd ed.). London: Continuum.
Taber, K. (2007). Classroom-based Research and Evidence Based Practice. London: Sage Publications Ltd.
Trochim, W. M., & Donnelly, J. (2006). The Research Methods Knowledge Base (3rd ed.). Cincinnati, OH: Atomic Dog Publishing.
| Credit value | 60 |
|---|---|
| Module ECTS | 30 |
| Module pre-requisites | None |
| Module co-requisites | None |
| NQF level (module) | 8 |
| Available as distance learning? | No |
| Origin date | 01/11/2011 |
| Last revision date | 16/06/2023 |
