ANÁLISIS DE LAS EXPERIENCIAS DE TRANSICIONES POST PETRÓLEO.

Thirdly “Assignments” come out as a common issue to both the interviews and document analysis. By assignments I mean those formative assessments which are not done under test or examination conditions. Quizzes and tests on the other hand are mini-examinations. It was clearly expressed by both students and lecturers that they preferred assignments over other methods of carrying out formative assessment. The issue with assignments is that even though they were the preferred method of assessment, they were not fully utilised.

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Nevertheless, there was some indication from the interviews that all the respondents were aware of the major objective for giving assignments (see Section 5.1, pages 10- 13 above).

The responses indicate that there was on the part of both the students and lecturers, knowledge of the objective of assignments to inculcate self-regulated learning strategies. The lecturers expected that the students would be able to research and increase their knowledge base as they did their assignments. Such is appreciated as it leads to knowledge construction and reconstruction instead of knowledge reproduction (Zeidan, 2014). The students on the other hand thought that assignments allowed them to help each other to do well. This also is good as it facilitates collaborative construction of knowledge through social negotiation (Elwood and Murphy, 2015: 184). This would develop the necessary skills in the students to become effective learners in terms of constructivist learning theory (see Chapters Two and Three). Nevertheless, with the eminent preoccupation with marks and grades, it is anyone’s guess if a justifiable job was being done with the assignments.

However, it is also encouraging to note that at least all the data sources have extensively recognized the policy on plagiarism. The academic dishonesty policy was extensively included in the Course Outline Analysis Schedule. The students and lecturers in the interviews also showed sensitivity to the same. There is thus a strong awareness of the need for dignity and integrity in the way assignments are done. There was though not enough ground to allow the nobility of this policy to be fully nurtured. It is discovered from both the interviews and document analysis that there were fewer assignments than quizzes given to students. This is an example of what Black and William (2010: 83) call “a poverty of practice.” To emphasize this opinion, they posit, “There is a wealth of research evidence that the everyday practice of assessment in classrooms is beset with problems and shortcomings,” Black and William (2010: 83). A much reduced number of assignments may be termed a short coming in the formative assessment process.

It need not be overemphasised that assignments are an important activity that facilitates self- regulated learning. One would expect therefore that even the objectives outlined in the Course Outline and the accompanying assignments would reflect this. Unfortunately, the documents that were analysed tell a different story as can be noted in the following extract from the Course Outline Analysis Schedule:

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Table 5.12-Extract of Summary of Data Capture for The Course Outline Analysis Schedule Item Not Included Partially Included Extensivel y Included Main Point

Course Outline as a Learning Tool

Planning and self-management skills

√ √ √ √ Not included

Time to spend outside of class √ √ √ √ Partially

prioritised

Specific study strategies √ √ √ √ Barely

prioritised Tips on how to do well on

assessments

√ √ √ √ Barely

prioritised

Availability of instructor √ √ √ √ Partially

Prioritised

Campus resources for assistance √ √ √ √ Barely

prioritised Relevance and importance of the

course

√ √ √ √ Partially

prioritised

This sub-section dealing with the Course Outline as a learning tool is directly related to student activities. The evidence from all the Course Outlines was heavily slanting towards the non-inclusion of each of the items in this section. For example, the students were not given planning and self-management skills as they did their assignments. The Course Outlines did not include a schematic plan on specific study strategies and tips on how to do well in their assignments. In a nutshell assignments were not given the preference which they deserved for self-regulated learning to take place. As such assessment of learning becomes dominant in the process.

Assignments that are given to students from a self-regulated learning approach teach them to learn how to learn (see Chapter Three, Section 3.3). According to Schunk and Usher (2013: 18), the first two self-regulatory development levels are observation and emulation. They argue that the observation level strongly reflects the social cognitive emphasis on observational learning. It is in the interaction with peers that a student is able to discover some skills and knowledge of handling an assignment. Furthermore, the student can then emulate such behaviours on their own as a result of the feedback and encouragement that they receive at the observation level, (Schunk and Usher, 2013: 18). These levels are enshrined in the Self-regulated, Learning Model in the theoretical framework (see Chapter

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Three, Section 3.3). Without these formative assessment runs the risk of emphasizing the summative aspect. This results in assessment of learning. The importance of course objectives is considered next as they are considered to be the main catalyst in formative assessment.