Abstract copyright UK Data Service and data collection copyright owner.
This research explores the potential of GCSE coursework to promote teaching and learning strategies that foster independent learning, critical thinking and creativity. Although ill-defined, these constructs are highly valued and often invoked as the basis for a high skills economy and for individuals to develop a capacity for lifelong learning. The broad aim of this research was to study how GCSE coursework could provide a framework for learning. Within this aim, specific objectives were to investigate: the extent to which the original qualities attributed to coursework are achieved in current practice; the extent to which coursework contributes to the development of skills associated with independent learning, critical thinking and creativity; the influence of the demands of assessment upon students' learning. In six case study schools, current practice in English and geography GCSE coursework was scrutinised and appraised; students' understanding of their organisation of, and approaches to, learning through coursework was probed; and how teaching and learning styles are influenced by the coursework assessment framework was examined. Semi-structured interviews were carried out with students who had taken their GCSEs in 2000, other teachers involved in English and geography GCSE coursework, and the parents of the students. Grounding the data collection and analysis in practice, the research team identified indicators and dimensions of the three constructs and developed case studies of organisation, approaches and outcomes of coursework.
Main Topics:
The dataset includes data collected from the semi-structured interviews described above. Students were interiewed twice (in Years 10 and 11), their parents during Year 11. Teacher researchers were also interviewed in the preliminary phases of the project, who in turn interviewed other teachers within both subject areas under investigation during Year 11. The interviews focused on perceptions and examples of framing and support, assessment, learning styles, purpose, value, worth and transferable skills (see schedules t, s1, s2, p and tr). Other main themes within the data include initiating tasks, assuming responsibility, independence and motivation; valuing coursework, assessment and achievement; creativity-as-problem-solving and creativity-as-individual-expression; subject domains and opportunities for creativity, critical thinking and/or independent learning; narrow and broad critical thinking; hybrid learning experiences, autonomy and assessment; locus of control, ability, ceilings and meeting potential; inconsistencies, assessment criteria and shared understandings. For further details, please see documentation.
Quota sample
Face-to-face interview
Telephone interview
