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A qualitative longitudinal study of students' experiences of assessment throughout Junior Cycle
Lorraine Chadwick
School of Education
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Doctoral thesis
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Social Sciences
Student Experience
100%
Longitudinal Analysis
100%
Interpretative Phenomenological Analysis
100%
Sociocultural Theory
100%
Ireland
50%
Discourse
50%
Focus Group
50%
Lived Experience
50%
Self-Reflection
50%
Educational Policy
50%
Political Influence
50%
Summative Assessment
50%
Learning Theory
50%
Education
50%
Assessment Practice
50%
Social Dimension
50%
Cognitive Dimension
50%
Psychology
Interpretative Phenomenological Analysis
100%
Longitudinal Analysis
100%
Lived Experience
50%
Focus Group
50%
Self-Reflection
50%
Centering
50%