Research Work-In-Progress Round Table discussion on Artemio Cortez’ study

On 21st March, the research work-in-progress round table meeting was held again in the Graduate school of Education. The PhD project being reviewed this time was Artemio Cortez’s thesis entitled: ‘Teacher Evaluation and Continuing Professional Development: Polices to Improve the Quality of Education in Mexico.’ The reviewers and the guest panels together had a very productive time clarifying … More Research Work-In-Progress Round Table discussion on Artemio Cortez’ study

MY PhD PROGRESSION REVIEW EXPERIENCE by Jane Nebe

Written by Jane Nebe  Jane is a 2nd Year PhD student at the Graduate School of Education, University of Bristol. Her research is investigating the consequences that poor academic performance in Nigeria’s high-stakes examinations, have on post-secondary school educational aspirations.  One is made aware at the onset of the PhD programme that there would be … More MY PhD PROGRESSION REVIEW EXPERIENCE by Jane Nebe

Engaging in evaluative thinking for educational improvement and change: What shall we do?

Written by Dini Jiang (PhD student member) This topic on evaluative thinking occurred to me whilst preparing a progress review document for my PhD study at the University and working as a part-time student counsellor in a local secondary school on student counselling and quality evaluation. My thoughts here build primarily upon the key argument … More Engaging in evaluative thinking for educational improvement and change: What shall we do?

Navigating uncertain terrains: My understanding of using eye-tracking in assessment research

Written by Sha Liu (PhD student member) “Do you think that we can use eye-tracking to find out how students respond to automated feedback generated by computer software?” “I don’t think so…” This conversation occurred on 8 March 2017 when I attended a research seminar at University of Bedfordshire. At the one-day seminar, all CRELLA … More Navigating uncertain terrains: My understanding of using eye-tracking in assessment research