University Level Research: A Study on Complexity Awareness and Focus

This essay explores the complexities of university-level research, highlighting the importance of complexity awareness and focus compared to school-level research. It discusses the role of formative and summative assessments in both school and university settings, emphasizing how formative assessment at the university level promotes student progress and addresses diverse learning needs. The essay also analyzes approaches to scientific inquiry, noting that university programs offer superior tools and strategies for experimentation and investigation compared to high school programs. Furthermore, it examines the role of group collaboration and knowledge integration in enhancing students' understanding of scientific research. The essay concludes by addressing accountability issues in research activities and the need for better insights into how learning programs prepare students for various aspects of life, emphasizing that higher learning levels utilize systems that are diverse and adequately aligned with regards to measures of learning processes. The annotated bibliography provides additional context and support for the arguments presented.

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University Level Research Complexity Awareness and Focus
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University Level Research Requires Greater Focus and Awareness of Complexity than School
Level Research
Formative Assessment in School and University Level Research
Performance of assessment is vital in every aspect of education. The most used form of
visible evaluations in schools is summative. This form of assessment is essential in measuring
whatever students learn within a given unit. In such a way, students are promoted and the
required standards met to earn certification. Such certification indicates either the completion of
school or entrance into a given occupation (CERI, 2018). Certification is also a way of selecting
students who qualify for admission into higher forms of learning. Summative assessment is also
used by education departments or ministries to publicly hold government and non-government
funded schools accountable for the provision of quality education. However, there are other
forms of assessments that are currently used alongside summative assessment. Such assessments
include PISA (Programme for International Student Assessment). PISA has been used countless
times by education agencies to compare educational developments in foreign countries to the
domestic education systems (CERI, 2018).
In higher learning environments, assessment is likely to serve a function that is formative.
Within a classroom setup, formative assessment takes the form of frequent interactive students’
progress assessment and understanding. This is to ensure that the learning needs of students are
identified and teaching methods adequately adjusted. In such a case, teachers use the formative
form of assessment to meet the diverse requirements of learners. Such evaluation is done through
adaptation and differentiation of teaching techniques to have the achievement levels of learners
improved. In the process, a more significant outcome of educational equity for students is also

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achieved. However, there are particular setbacks to broader practice. Such include perceived
tensions between high visibility summative tests and formative assessments (classroom-based)
used in ensuring that institutions carry the blame for the achievement of students. Another
setback includes a weak connection between school, systemic, and classroom approaches
towards evaluation and assessment (EPD, 2016). Formative assessment principles can be applied
in both school and university levels of policymaking. In both levels, the laws are used in
identifying areas that require improvement and also provide constructive, useful evaluation
cultures throughout education systems. By so doing, stakeholders can address barriers to field
and classroom practice. Through formative assessment, university and school research can
ensure higher achievement levels for the student, improved skills of learning, and more
significant equity of outcomes for the student (Pandaa, 2018).
Guidance to Understanding Scientific Inquiry
To have students making an informed decision, new approaches for assessing scientific
inquiry and teaching is vital. Such new methods will guide students towards making informed
decisions in a society that is getting global and complex. Higher learning platforms understand
that the scientific skills would uniquely equip students with skills of experimentation for
performing scientific investigation. More top learning platforms offer learner-teacher
investigation tools and strategies. These tools and procedures are designed to promote scientific
inquiry in and out of classrooms. On the contrary, high school learning basis helps a teacher-
driven research policy thus, representing a study design that is simple. In this way, school
students are required to describe different scientific practices through the use of developed
hypothesis, data analysis, controls, and other scientific collaborations (Alma, 2016). Contrary to
university level investigations, a designed knowledge integration rubric is employed in the

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measurement of how students integrate practices and ideas necessary for scientific inquiry. Most
Knowledge Integration scores show that the understanding of student pursuing scientific inquiry
increases as they advance to higher learning levels because they can personally use assessment
tools for the development of specific skills of inquiry and research. Higher education levels
promote strategies that are instrumental in both field and classroom-based research (AIHW,
2017). Such policies are also associated with encouraging practical and straightforward teaching
techniques. Higher centers of learning are required to produce citizens that are scientifically
literate, and thus, research approaches that are better are vital in the assessment and teaching of
scientific skills. It is essential to note that students are required to understand scientific inquiry.
However, university levels, unlike school levels, provide better assessment and instruction tools
for particular investigative skills. The level of success of approaches towards appropriate
scientific skills is attached to being explicit with students regarding the skills that are important
for scientific progress. Higher research activities introduce particular experimentation terms,
assesses experimental forms of thinking, and encourages self-assessment for the student. Better
strategies are also necessary because they emphasize developing the sort of language that is vital
for communication in scientific research activities (Rachel, 2012).
Discussion
Analyses relating to mid and post-assessment show that learners express awareness
regarding what they would be as scientists; then develop the required skills for particular
experimentation discussions. This way, the students also develop their scientific strengths as
compared to high school students who are not in a position to use such tools and also unable to
meet key outcomes of research activities in and out of class. Similarly, this discussion activity
has sourced information that proves that new approaches towards assessment – used in higher

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learning institutions, enable students to work individually to master critical skills. They are the
same students that later portray greatest gains about scientific research activities. In as much as
such assessments evaluate the extent of students’ understanding of experimental skills, students
are also able to accomplish educational skills through “learning tests.” (Elisa, 2018)
Learning gains are made for Knowledge Integration of inquiry skills while the tools for
KI assessment are designed to help learners to understand scientific activities. From the school
level perspective, collaborative learning is less effective. However, in contrast to the personal
gaining of science skills, working in groups ensure that learners gain more experience from one
another and also build the courage to describe their investigative strengths and weaknesses. The
truth is that learners in high school have low levels of maturity making the required social
interaction difficult. Tasks that need negotiations such as work sharing and decision making
become difficult as well (Lucy, 2018). There are times when pre-post studies do not elicit what
learners understand with regards to scientific collaborations in school levels. In as much as the
learning technique in school, levels incorporate Group Collaboration; such rubric is not proper.
However, it would be advisable that such techniques as probing the understanding of learners in
working group frameworks – as used in higher levels be implemented. Such would help learners
in the provision of research responses that that are more accurate and specific. The same
framework would also support such learners perform better formative assessments as well as
collect suggestions related to personal improvements while undertaking project group work
(VMOSA, 2017). However, from the perspective of the instructor, several research activities
show that letting learners to discuss the Group Collaboration rubric as well as reading responses
for personal reflections helps them understand learning patterns while in and out of class. From
the same, students will also be able to uncover issues relating to group dynamics for particular

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learners within their teams. On the contrary, implementation of such classroom group work in
school levels is difficult. However, application of the same in higher learning levels has never
been difficult (Beverly, 2018).
Research Issues
Current accountability approaches towards research activities in learning institutions
doesn’t provide the required insight with regards to whether learning programmes help in the
preparation of learners for the market, individual and family well-being, and also community
integration. Such learning systems also don’t indicate if learners have gained enough assessment
skills, the capability of transferring skills and knowledge across domains and if learners are
integrating new approaches into their learning processes and lives. Regarding the ranging interest
of stakeholders, there is no such approach which would satisfy every need. Since higher learning
levels utilize systems that are diverse and adequately aligned with regards to measures of
learning processes, students can develop outcomes for better management of learning interests
and goals. In the analysis, students are also able to collect data that is useful. This form of mixed
approach is instrumental in drawing targets and outcomes for personal inspections and self-
evaluations (NAP, 2010).
In this discussion, we have determined that assessment of learning processes in higher
levels works in hand with a rich array of practices and policies of an investigation. However,
such approaches are different from one country to another. Nations have implemented different
approaches to ensure that the competing goals and needs of stakeholders are balanced. However,
cultural difference is the key factor that enhances the difference in policy approaches. On the
contrary, most of such goals are similar. Support of policies for learning, teaching, and

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assessment is vital in ensuring that the quality of research activities in learning institutions is
high. On the contrary, there is still a lot of work that needs to be done with regards to empirical
and conceptual learning levels. The truth of the matter is that knowledge regarding the impact of
using different learning approaches in learning and assessing work is limited to higher learning
levels alone. If there is no proper knowledge regarding what works or doesn’t, it is hard to attract
funding and develop practices for learning that are effective in the lower levels. However, with
the existing research base in higher learning levels, a clear direction is provided for future
development and research (FQS, 2005).
Annotated Bibliography
Elisa, M. (2018) Guiding Students to Develop an Understanding of Scientific Inquiry: A
Science Skills Approach to Instruction and Assessment. [ONLINE] Available at
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3940468/. [Accessed 12 April 2018].
According to Elisa (2018), learners can express awareness regarding what they would be
as scientists by developing the required skills for particular experimentation discussions. This
way, the students also develop their scientific strengths better in higher levels of learning
compared to high school students who are not in a position to use such tools and also unable to
meet key outcomes of research activities in and out of class. Also, learners in higher levels
portray greatest gains about scientific research activities. In as much as such assessments
evaluate the extent of students’ understanding of experimental skills, students are also able to
accomplish educational skills through “learning tests.”
CERI, F. (2018) Assessment for Learning Formative Assessment. OECD/CERI
International Conference “Learning in the 21st Century: Research, Innovation, and
Policy”, 5, 2-23.

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CERI (2018, pg.4), argues that the performance of assessment is vital in every aspect of
education. However, the most used form of visible assessments in schools is summative. This
form of assessment is vital in measuring whatever students learn within a given unit. In such a
way, students are promoted and the required standards met to earn certification. Such
certification indicates either the completion of school or entrance into a given occupation.
Certification is also a way of selecting students who qualify for entrance into higher forms of
learning.
Pandaa, R. (2018) Making academic research more relevant: A few suggestions. [ONLINE]
Available at https://www.sciencedirect.com/science/article/pii/S0970389614000688. [Accessed
12 April 2018].
According to (Pandaa, 2018), formative assessment principles can be applied in both
school and university levels of policymaking. In both levels, the principles are used in
identifying areas that require improvement and also provide constructive, effective evaluation of
cultures throughout education systems. By so doing, stakeholders can address barriers to field
and classroom practice. Through formative assessment, university and school research can
ensure higher achievement levels for the student, improved skills of learning, and greater equity
of outcomes for the student.
Lucy, H. (2018) Higher education is key to economic development (but it's not as simple as
you think). [ONLINE] Available at https://www.elsevier.com/atlas/story/people/higher-
education-is-key-to-economic-development. [Accessed 12 April 2018].
Lucy argues that learning gains – leading to economic empowerment, are made for
Knowledge Integration of inquiry skills while the tools for KI assessment are designed to help
learners to understand scientific activities. From the school level perspective, collaborative
learning is less effective. However, in contrast to the personal gaining of science skills, working
in groups ensure that learners gain more experience from one another and also build the courage

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to describe their investigative strengths and weaknesses. The truth is that learners in high school
have low levels of maturity making the required social interaction difficult. Tasks that need
negotiations such as work sharing and decision making become difficult as well.
EPD. (2016) United Nations Educational, Scientific and Cultural Organization Educating
for a Sustainable Future. [ONLINE] Available at
http://www.unesco.org/education/tlsf/mods/theme_a/popups/mod01t05s01.html. [Accessed 12
April 2018].
This UN educational article argues that higher learning environments provide
assessments that take the form of various interactive progression for understanding learning
processes. This is to ensure that the learning needs of students are identified and teaching
methods adequately adjusted. In such a case, teachers use the formative form of assessment to
meet the diverse requirements of learners. Such assessment is done through adaptation and
differentiation of teaching techniques to have the achievement levels of learners improved. In the
process, a more significant outcome of educational equity for students is also achieved.
Alma, R. (2016) Curricula Designed to Meet 21st-Century Expectations. [ONLINE]
Available at: https://www.educause.edu/research-and-publications/books/educating-net-
generation/curricula-designed-meet-21st-century-expectations. [Accessed 12 April 2018].
Alma, in her article, argues that for students to make informed decisions, new approaches
for assessing scientific inquiry and teaching are required. Such new criteria will guide students
towards making informed decisions in a society that is getting global and complex. Higher
learning platforms understand that the scientific skills would uniquely equip students with skills
of experimentation for performing scientific investigation. Higher learning platforms offer
learner-teacher investigation tools and strategies. These tools and plans are designed to promote
scientific inquiry in and out of classrooms. On the contrary, high school learning basis supports a
teacher-driven research policy thus, representing a study design that is simple.

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NAP. (2010) Preparing Teachers: Building Evidence for Sound Policy. [ONLINE]
Available at https://www.nap.edu/read/12882/chapter/7. [Accessed 12 April 2018].
The NAP article presumes that the currently employed accountability approaches towards
research activities in learning institutions doesn’t provide the required insight with regards to
whether learning programmes help in the preparation of learners for the market, individual and
family well-being, and also community integration. Such learning systems also don’t indicate if
learners have gained enough assessment skills, the capability of transferring skills and
knowledge across domains and if learners are integrating new approaches into their learning
processes and lives. Regarding the ranging interest of stakeholders, there is no such approach
which would satisfy every need.
Rachel, C. (2012) An Exploratory Study Based on Teachers' Perceptions. [ONLINE]
Available at https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3415159/. [Accessed 12 April
2018].
According to Rachel, higher centres of learning are required to produce citizens that are
scientifically literate, and thus, research approaches that are better are vital in the assessment and
teaching of scientific skills. She also argues that it is crucial to note that students are required to
understand scientific inquiry. However, university levels, unlike school levels, provide better
assessment and instruction tools for particular investigative skills. The level of success of
approaches towards specific scientific skills is attached to being explicit with students regarding
the skills that are important for scientific progress. Higher research activities introduce particular
experimentation terms, assesses scientific forms of thinking, and encourages self-assessment for
the student.
Beverly, A. (2018) WHAT DOES RESEARCH SAY ABOUT GRAMMAR AND THE
TEACHING OF WRITING?. [ONLINE] Available at
http://people.uwplatt.edu/~ciesield/graminwriting.htm. [Accessed 12 April 2018].

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Beverly’s article states that university learning levels, unlike school levels, provide better
assessment and instruction tools for particular investigative skills. The level of success of
approaches towards specific scientific skills is attached to being explicit with students regarding
the skills that are important for scientific progress. Higher research activities introduce particular
experimentation terms, assesses scientific forms of thinking, and encourages self-assessment for
the student. Better strategies are also important because they emphasize developing the form of
language that is vital for communication in scientific research activities.
FQS. (2005) Working with Students as Researchers. [ONLINE] Available at
http://www.qualitative-research.net/index.php/fqs/article/view/532/1152. [Accessed 12
April 2018].
In this article, it is clear that assessment of learning processes in higher levels works in
hand with a rich array of practices and policies of the investigation. However, such approaches
are different from one country to another. Nations have implemented different approaches to
ensure that the competing goals and needs of stakeholders are balanced. However, cultural
difference is the key factor that enhances the difference in policy approaches. On the contrary,
most of such goals are similar. Support of policies for learning, teaching, and assessment is vital
in ensuring that the quality of research activities in learning institutions is high.

University Level Research12
Reference
AIHW. (2017) Strategic directions 2017–2021. [ONLINE] aihw.gov.au. Available at:
https://www.aihw.gov.au/getmedia/fb4651dc-039e-4f83-8989-28c8b1ad1c8f/AIHW-strategic-
directions.pdf.aspx?inline=true [Accessed 12 April 2018].
Alma, R. (2016) Curricula Designed to Meet 21st-Century Expectations. [ONLINE] Available
at: https://www.educause.edu/research-and-publications/books/educating-net-generation/
curricula-designed-meet-21st-century-expectations. [Accessed 12 April 2018].
Beverly, A. (2018) WHAT DOES RESEARCH SAY ABOUT GRAMMAR AND THE TEACHING
OF WRITING?. [ONLINE] Available at http://people.uwplatt.edu/~ciesield/graminwriting.htm.
[Accessed 12 April 2018].
CERI, F. (2018) Assessment for Learning Formative Assessment. OECD/CERI International
Conference “Learning in the 21st Century: Research, Innovation, and Policy”, 5, 2-23.
Elisa, M. (2018) Guiding Students to Develop an Understanding of Scientific Inquiry: A Science
Skills Approach to Instruction and Assessment. [ONLINE] Available at
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3940468/. [Accessed 12 April 2018].
EPD. (2016) United Nations Educational, Scientific and Cultural Organization Educating for a
Sustainable Future. [ONLINE] Available at
http://www.unesco.org/education/tlsf/mods/theme_a/popups/mod01t05s01.html. [Accessed 12
April 2018].
FQS. (2005) Working with Students as Researchers. [ONLINE] Available at
http://www.qualitative-research.net/index.php/fqs/article/view/532/1152. [Accessed 12 April
2018].
Lucy, H. (2018) Higher education is key to economic development (but it's not as simple as you
think). [ONLINE] Available at https://www.elsevier.com/atlas/story/people/higher-education-is-
key-to-economic-development. [Accessed 12 April 2018].
NAP. (2010) Preparing Teachers: Building Evidence for Sound Policy. [ONLINE] Available at
https://www.nap.edu/read/12882/chapter/7. [Accessed 12 April 2018].
Pandaa, R. (2018) Making academic research more relevant: A few suggestions. [ONLINE]
Available at https://www.sciencedirect.com/science/article/pii/S0970389614000688. [Accessed
12 April 2018].
Rachel, C. (2012) An Exploratory Study Based on Teachers' Perceptions. [ONLINE] Available
at https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3415159/. [Accessed 12 April 2018].