Developing alternative models of doctoral supervision with online formative assessment

Abstract

This paper reports on empirical research into formative assessment conducted in a blended learning environment within a professional doctorate in education (EdD.) programme in an English university, focusing primarily on peer discussion forum activity. This was conceptualised within sociocultural learning theories, where learning entails processes of identity formation. The data presented suggests the usefulness of online environments for supporting students’ development of subject positions as researchers, thereby constructing new relations between peers, as well as tutors and students, in addition to providing shared textual resources upon which the tutor's feedback can then build. The paper discusses how this might contribute towards more collective forms of doctoral supervision.

Keywords:

• blended learning
• doctoral education
• doctoral pedagogy
• formative assessment

Acknowledgements

I would like to thank all the students for their willingness to participate in the study and the EC project team for their wider support. I am particularly grateful to John Pryor for his willingness to engage in a reflexive exploration of his formative assessment theory and practice, which also sustained my learning throughout my doctorate.

Notes

1. The project was coordinated by David Hamilton, Umeå University, Sweden. Its partners were the University of Ghent, Belgium, the University of Sussex, UK, and a software company in Sweden. See www.onlineassessment.nu/onlineas_webb/index.html for details.