Psychology R&T Case VIII

Blending Research & Teaching in the Classroom

Using Patchwork Text Assessments to Simulate the
Research Process
Viv Brunsden, Nottingham Trent University

Abstract
This case study outlines the use of patchwork text to assessment students on modules.
Among other benefits, the use of patchwork texts helps to simulate the research
process.

Background
A patchwork text is a form of assessment that consists of a number of small sections of
work, or patches, which are later stitched together in a reflexive commentary.
Each of the patches is complete in and of itself; however they also each form a small
part of an overarching whole. A patchwork text assignment is therefore one that is
assembled gradually throughout the course of a module. The patches are designed to
be as varied as possible and are likely to address different module objectives. During
the module each of the patches is shared within a small group of students, and with
the facilitating member of staff. This is in order to receive formative feedback and
evaluation. Students are encouraged to reflect on this feedback and may then revise
and edit their patches if they so wish. At the end of the module, students embed the
patches within a reflexive commentary, weaving these together into an overarching
whole.

Patchwork texts have been advocated as an assessment method that: promotes deep
learning; encourages reflection; recognises that learning is a gradual process; and
offers a format that allows students time to digest and make sense of their own
learning (Winter, 2003). Their inclusion of a variety of tasks has been held to be good
practice in assessment (Ramsden, 1992). This variety also offers a range of students
the opportunity to shine, rather than those who are just good at writing essays.
Patchwork texts have been used across a wide variety of disciplines including family
therapy (Akister, 2005), science (Ovens, 2003), teaching (Quinn, 2003), sociology
(McKenzie, 2003), nursing (Smith & Winter, 2003), literature (Parker, 2003), and
business (Illes, 2003); however, from the literature, this form of assessment does not
appear to be being used within psychology.

Project Aim
To use teaching and learning processes to simulate research processes by
implementing the use of a patchwork text as the assessment on a postgraduate
module, and to evaluate its suitability as an assessment method for psychology.
Although an overarching document was written that covered all of the tasks in the
assessment and explained the nature of the patchwork texts, additional materials
were also provided. These gave added detail and definition for each of the individual
patches.

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Preparation and Support
Patchwork tasks need consideration of assessment content well in advance of the
module running. It was important that, whilst the tasks for the patches remained
discrete and complete entities in their own right, they also built together to a
collective whole.

How it Worked
A compulsory 10-week module on the MSc/MRes Psychological Research Methods,
Psychometrics 2 was run using enquiry based learning (EBL) and each of the patches
was researched by students using EBL. During the module students completed six
patches that were later stitched together. The nature of the six patches were as
follows:
1. Students had to research the users of psychometric measures are, and with
what purpose they use the measures. Following a seminar discussion around
this topic the patch was for students to write brief notes summarizing the
discussion.
2. Students had to research issues relating to the use of psychometric measures.
These included qualifications, forms of administration, dealing with special
populations etc. The patch was a poster summarizing their findings.
3. Students had to develop a theoretical model to explain variations in stress
levels. The choices of their predictive variables had to be justified. The patch
was a path diagram of the model accompanied by their bullet point
justifications.
4. Students were presented with a choice of research scenarios. For their chosen
scenario students had to identify a single psychometric measure which would
be appropriate to use within the study. The patch was a short piece of writing
detailing and justifying their choice over other available measures.
5. Students were given a set of SPSS output relating to a test of a theoretical
model. Each student was given a different set of output however all of these
used the same statistical test; specifically multiple regression. The patch was
to write a results section for this output.
6. Students were given a choice of research articles that had used psychometric
measures. The patch was to write a short methodological critique of their
chosen research article.

The module ran as follows:

An introductory session was run that fully explained the nature of the
assessment, and the way that the peer evaluation of each others work would
occur. This session also explained the EBL process.
An extensive handout was given that detailed each of the patch tasks, as well
as explaining how these would be stitched together. Additionally materials
explaining EBL materials were made available.
Students broke down the patches, with staff facilitating this activity. Identified
issues, that needed to be researched in order to complete the patches, were
shared amongst the group members. Throughout the module students worked
in small groups of no more than five.
Students conducted their research individually but met up frequently, both in
and out of the timetabled sessions. These meetings allowed students to share

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 understandings, elicit peer feedback, and negotiate changes of directions in
their enquiries.
Although drawing upon their shared understandings, as well as their
independent enquiries, students individually wrote their patches.
Patches were shared via an electronic discussion board, and also by bringing
these to a timetabled session. At this session they were offered up for
supportive critical commentary by the groups members, and by the staff
facilitator.
Following this formative feedback students were able to reflect on their
patches, and review these prior to submission for summative assessment.
Patches could be reworked and brought again to subsequent sessions for more
feedback if students wished to do this.
At the end of the module students were required to write a linking document;
embedded within this were all of the finalized patches. This linking document
wove the patches into a coherent piece of work that demonstrated their
holistic theoretical and applied understandings regarding the use of
psychometric texts, both in practice and research. This was the only piece of
writing that received no formative feedback prior to submission.
Throughout the module students were encouraged to keep a learning log or
diary recording their thoughts and insights. This could then be drawn upon
when putting together the final document for submission.

Issues & Challenges

This form of assessment was felt to be extremely successful but despite this a number
of challenges emerged early in the module:
The initial anxiety of students. Students were unused to this form of
assessment which was diverse in its components. The linkage document
in particular generated concerns, as students were unclear as to how
this should work. Additional materials were written and provided in
order to clarify this issue and a timetabled session was devoted to the
linking document. Students were also unused to EBL and this
compounded some of the initial anxieties about the assessment.
The perceived workload; during the module students felt that they were
spending more time on this module than on others. However at the end
of the module, when they realized that their assessment was virtually
complete, they appreciated that this was not the case. Students then
expressed appreciation of the diffused workload rather than having this
weighted towards the end of the module, when all their other
assessments were also bringing pressure to bear.

Reflection and Advice to Others

Provide clear, written guidelines for the students so that they can
familiarize themselves with the process in principle before they have to
engage with it. Students nave to this method inevitably find it threatening
initially and these materials can help enormously with this.
Have simple tasks involved in early patches before moving to more difficult
tasks.
Set up an e-discussion board (where possible) and encourage students to
share their work, reference lists etc. on this board, as well as at the
timetabled sessions.

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 Be prepared to share some of your own work with students, offering this for
their critical evaluation and accept this without being defensive. Doing
this encourages students to realize that feedback is not only constructive
but a normal part of the academic process.
Encourage the keeping of learning logs even though these are not presented
for feedback etc. The insights recorded in these prove incredibly helpful
when reflecting on learning holistically and when stitching the patches
together.

Additional Benefits
It was clear that the students grew in confidence throughout the module. The constant
critique, and reflections on this, resulted in improvements; not only in their work but
also in their evaluations of both their own work and that of others. This is likely to
have had benefits for their work on other modules; students certainly reported that
they felt this to be the case. The variety of assessments played to the strengths of
individual students whilst at the same time requiring competence from all students
across all the types of assessment. Additionally, although oral presentations did not
form part of the formal assessment, students reported that the constant oral feedback
within sessions enhanced their confidence and skills in this area also.

Next Steps
This assessment method will continue to be used on the module, however it is likely
that the first two tasks will be collapsed into one as it was felt that there was
considerable overlap between these. In terms of the assessments suitability for other
modules/areas within psychology it was felt to be a highly appropriate method of
assessment which offered enhanced benefits over more traditional forms of
assessment such as the essay.

Name: Viv Brunsden

Email: vivienne.brunsden@ntu.ac.uk
Phone: +44 (0) 115 8486824
Institution: University of Nottingham Trent University, Division of Psychology
Address: Burton St. Nottingham, NG1 4BU
Population: Aimed at postgraduates
Module: Psychometrics 2
Conducted: 2005 and continues presently
Organisers: Viv Brunsden
More
Information: See references below
Edited By: Caprice Lantz, Academic Coordinator, HE Academy Psychology Network
Department of Psychology, University of York
First Floor, Information Centre
Market Square
York YO10 5NH
+44 (0) 01904 433138
c.lantz@psych.york.ac.uk
http://www.psychology.heacademy.ac.uk/

References
Akister, J. (2005). Using a Patchwork Text to assess family therapy students. Journal
of Family Therapy, 27(3), 276-279

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Illes K. (2003). The Patchwork Text and Business Education: rethinking the importance
of personal reflection and co-operative cultures. Innovations in Education & Teaching
International, 40(2), 209-215.

McKenzie J. (2003). The student as an active agent in a disciplinary structure:

introducing the Patchwork Text in teaching sociology. Innovations in Education &
Teaching International, 40(2), 152-160.

Ovens P. (2003). Using the Patchwork Text to develop a critical understanding of

science. Innovations in Education & Teaching International, 40(2), 133-143.

Parker J. (2003). The Patchwork Text in teaching Greek Tragedy. Innovations in

Education & Teaching International, 40(2), 180-193.

Quinn J. (2003). Patchwork Text - example one: becoming a science specialist

teacher. Innovations in Education & Teaching International, 40(2), 144-151.

Smith L. & Winter R. (2003). Applied epistemology for community nurses: evaluating
the impact of the Patchwork Text. Innovations in Education & Teaching International,
Volume 40(2), 161-173.

Ramsden, P. (1992). Learning to Teach in Higher Education, Routledge: London.

Winter, R. (2003). Contextualizing the Patchwork Text: Addressing Problems of

Coursework Assessment in Higher Education, Innovations in Education and Teaching
International, 40(2), 112-122.

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