Of all the things that can freak people out, having too many choices has to be up there and it's no different when we start to think about what sort of research we can undertake as part of TAERES501.  It is not surprising that many of the people who are thinking about this unit ask:  what can I research?  

Below we present four different projects.

They are each a bit different, but together we expect that they will likely cause a few light bulbs to shine above your head.  But remember, you are not required to have it all nailed down in minute detail before you begin; the first part of TAERES501 will walk you through a process of narrowing down your topic and working out how to investigate it.  Only then will we jump in and start to conduct the research itself.

Four Examples of Research Projects that could be conducted as part of TAERES501

#1 Do Corrective Actions lead to improved Learner Engagement?

Method:  Quantitative

This project contrasts the number and timing of items of corrective action that have been undertaken over a period of 3 years with changes in Learner Engagement data.  The results will demonstrate if the corrective actions have led to discernible improvements in Learner Engagement, apply relevant theories to propose explanations for these, and make recommendations for further research to better quantify this connection.

#2 What do validation findings reveal about Assessor knowledge and skill?

Method: Qualitative

This project examines the nature of recommendations arising from validation activities in the 12 months to December 2018.  The recommendations are then collated to identify any particular gaps in the knowledge or skill of assessors, and recommendations are made to determine further professional development to address those gaps.

#3 A comparison of critical components of Training & Assessment Strategies in 3 RTOs

Method:  Qualitative

The process for developing a new Training & Assessment Strategy in three separate RTOs is captured.  Participants in the process are interviewed during open-ended interviews to identify their assumptions about what constitute the critical elements of the TAS development process.  These data are then compared with the researcher’s own RTO and recommendations made for how the development of TAS’s can be enhanced.

#4 Does mode of delivery affect outcomes?

Method:  Quantitative/Qualitative

XYZ RTO delivers the same qualification in face to face and online modes.  Data related to assessment outcomes for students studying in each mode are analysed to determine if there is a significant difference.  Analysis of student feedback during the program is then analysed to identify potential causes for any differences that are identified.

Next steps?

If you would like to explore some of your own ideas, be in touch and we can talk it through.  For more general information about TAERES501 – Apply research to training & assessment practice, look HERE.

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