<![CDATA[Angelos Konstantinidis : Weblog items tagged with strategy]]> http://elearningblogs.education.ed.ac.uk/oldelgg/elgg/angelntini/weblog/ <![CDATA[A more refined topic and some thoughts about strategy selection]]> http://elearningblogs.education.ed.ac.uk/oldelgg/elgg/angelntini/weblog/3274.html http://elearningblogs.education.ed.ac.uk/oldelgg/elgg/angelntini/weblog/3274.html Fri, 29 Jan 2010 15:51:50 GMT Topic:
Which are the beliefs for assessment among ICT teachers of secondary-high schools, what assessment methods they employ (i.e. traditional paper-based/online) and how their assessment beliefs and methods are affected by their implicit beliefs about knowledge and learning.
 
 
As Robson notes, the research questions help in determining the strategy. Therefore, taking into account that I am seeking to:
  • Answer “which” questions (i.e. “which are the assessment beliefs of ICT teachers?”, “which are their epistemological beliefs?”), I should consider to deploy a non-epxerimental fixed strategy such as a survey
  • Answer “how” and “what” questions (i.e. “what assessment methods ICT teachers prefer?”, “how their assessment beliefs and methods correlate with their implicit beliefs about knowledge and learning?”), I should also consider to deploy a flexible strategy.

However, there seem to be some problems in my topic concerning the implicit beliefs and their relation to assessment beliefs. How can I be so sure that there is indeed a mechanism, which is in operation? May be implicit beliefs does not affect assessment beliefs or methods, or that their relation is trivial while other mechanisms are more dominant. Therefore, it is clear the need to search the literature more thoroughly before proceeding to that question.
 
 
References:

Real World Research: A Resource for Social Scientists and Practitioner-Researchers, 2nd Edition. Colin Robson. (p.80, 91)

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