More than a checkpoint: Exploring the pedagogical role of doctoral progression assessment

Clark, Tim

Abstract

There is an expectation that all doctoral programmes in the UK will include a form of progression assessment (QAA, 2020), with individual institutions having autonomy to determine specific processes and criteria. Yet, despite the potential significance of this assessment to the doctoral journey (Smith McGloin, 2021) it has previously received very limited empirical attention (Dowle, 2023; Sillence, 2023), particularly in relation to its pedagogic, rather than pragmatic, role. Supported by theory relating to the concept of assessment for learning (Wiliam, 2011) the present study sought to utilise narrative event-focused interviews (Jackman et al, 2022) to investigate student experiences of doctoral progression assessment at one university. The study framed the assessment as a potential learning event and considered perceptions of its impact on personal academic development. The findings highlighted the role of written and oral examination within this process and explored student perspectives of the pedagogic aspects of these processes.

• Presentation Conference Type: Conference Paper (unpublished)
• Conference Name: SRHE International Research Conference
• Start Date: Dec 4, 2023
• End Date: Dec 7, 2023
• Deposit Date: Nov 24, 2023
• Public URL: https://uwe-repository.worktribe.com/output/11459614