The CEA’s Dr Long invited by CEM at Durham University, UK
Posted on 03 August 2012
Dr Caroline Long, a senior researcher at the Centre for Evaluation and Assessment (CEA),was recently invited by Dr Christine Merrell, Deputy Director of the Centre for Evaluation and Monitoring (CEM Centre) and the Education Department at the University of Durham, UK, to present her PhD research study.
Following the presentation, meetings were arranged with researchers to discuss their respective projects. Dr Per Kind, originally from Norway, and Peter Clark, were particularly interested in the methodology used. Though their work is in science they wanted to maintain contact and do further work exploring the methodology. Another aspect of her research which interested the group, was the notion of 'threshold concepts', concepts that are problematic at first but when understood open the doors to further learning. The originator of the term 'threshold concepts' was Eric Meyer, a South African working at Durham University.
The CEA has a long history with the CEM Centre, and Durham University, with some projects in common and future projects envisaged. Both Dr Merrill and Professor Robert Coe, have spent time at the Centre.
Dr Long also presented her work to a group comprising the staff of the Research Division at the Cambridge Assessment and the Education Department. Here the interest was primarily in mathematics education, and in understanding the South African context. Dr Tom Bramley, Deputy Director of the Research Division works with Rasch measurement theory, and some new research from both Cambridge Assessment and the CEA was discussed.
Dr Long has recently completed a doctorate in mathematics education at the University of Cape Town. Formerly a mathematics teacher, remedial teacher, lecturer in mathematics education and researcher, her interests currently are in mathematics education and educational measurement, in particular in applying the Rasch measurement model. Dr Long has presented her work at both local and international conferences, and has published in Pythagoras, African Journal of the Association for Research in Mathematics, Science and Technology Education (AJARMSTE) and Educational Research and Evaluation.