Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/24173
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dc.contributor.authorByrne, Fredaen_UK
dc.contributor.authorMcSweeney, Kathrynen_UK
dc.contributor.authorGardner, Johnen_UK
dc.date.accessioned2018-02-15T23:30:06Z-
dc.date.available2018-02-15T23:30:06Z-
dc.date.issued2016en_UK
dc.identifier.urihttp://hdl.handle.net/1893/24173-
dc.description.abstractThe focus of this paper is an examinatfon of the learning value of homework understood from the perspective of teachers in relation to their homework practice alongside a cognitive demand analysis of different types of assigned homework. A mixed method approach was used involving interviews with ten Home Economics teachers and content analyses of over 400 homework questions and tasks from Home Economics textbooks, examination papers and teachers' assigned homework. The results indicate that, in the main, Home Economics homework questions demand the recall and understanding of conceptual and factual knowledge, thus reducing the capacity for the development of higher order thinking skills. In addition, there is evidence of a 'washback' effect on pedagogy in which teachers tend to concentrate their teaching on supporting test-taking. Such a situation bodes ill for the quality of student learning and points to a clear need for teacher professional development in the area of assessment design.en_UK
dc.language.isoenen_UK
dc.publisherInternational Federation for Home Economicsen_UK
dc.relationByrne F, McSweeney K & Gardner J (2016) Washback effects and cognitive demand analysis of homework practice in Home Economics. International Journal of Home Economics, 9 (1), pp. 3-19. https://www.ifhe.org/47/en_UK
dc.rightsThe publisher has granted permission for use of this work in this Repository. Published in International Journal of Home Economics (2016) 9.1, pp. 3-19 by International Federation for Home Economics: https://www.ifhe.org/47/en_UK
dc.subjectHomeworken_UK
dc.subjectassessment designen_UK
dc.subjecthigher order thinking skillsen_UK
dc.subjectwashbacken_UK
dc.subjectHome Economicsen_UK
dc.titleWashback effects and cognitive demand analysis of homework practice in Home Economicsen_UK
dc.typeJournal Articleen_UK
dc.citation.jtitleInternational Journal of Home Economicsen_UK
dc.citation.issn1999-561Xen_UK
dc.citation.issnNo ISSNen_UK
dc.citation.volume9en_UK
dc.citation.issue1en_UK
dc.citation.spage3en_UK
dc.citation.epage19en_UK
dc.citation.publicationstatusPublisheden_UK
dc.citation.peerreviewedRefereeden_UK
dc.type.statusVoR - Version of Recorden_UK
dc.identifier.urlhttps://www.ifhe.org/47/en_UK
dc.author.emailjohn.gardner@stir.ac.uken_UK
dc.contributor.affiliationDominican College Wicklowen_UK
dc.contributor.affiliationSt Angela's College, Sligoen_UK
dc.contributor.affiliationFaculty of Social Sciencesen_UK
dc.identifier.wtid550461en_UK
dc.contributor.orcid0000-0002-3844-7305en_UK
dc.date.filedepositdate2016-09-07en_UK
Appears in Collections:Faculty of Social Sciences Journal Articles

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