A CRITICAL ANALYSIS OF KEY PHILOSOPHICAL, METHODOLOGICAL AND ETHICAL RESEARCH ISSUES IN RELATION TO TEACHER’S PERCEPTION ON THE EFFECT OF ASSESSMENT ON COGNITIVE DEVELOPMENT OF THREE TO FIVE YEARS CHILDREN IN ENGLAND

Authors

  • Oluwafunmilola Rebecca Oluwatosin Senior Lecturer, School of Social and Management Science, Harvarde College of Science Business and Management Studies, Nigeria

DOI:

https://doi.org/10.46827/ejes.v11i11.5580

Keywords:

philosophical, methodological, ethical research issues, teacher’s perception, assessment, cognitive development, England

Abstract

The study critically analysed key philosophical, methodological, and ethical research issues related to teachers' perceptions of the effect of assessment on the cognitive development of three to five years of children in England. The study revealed philosophical issues such as tensions between positivist and interpretivist paradigms in understanding assessment’s impact and debates around the nature of childhood, learning, and development. Methodological issues such as challenges in measuring cognitive development in young children chosen methods’ potential impact on finding and interpretation. Ethical issues include concerns about labelling, stigma, and potential long-term consequences. Balancing accountability with development sensitivity and equity. The findings showed that teachers’ perceptions are influenced by philosophical beliefs, methodological approaches and ethical consideration.

 

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Author Biography

  • Oluwafunmilola Rebecca Oluwatosin, Senior Lecturer, School of Social and Management Science, Harvarde College of Science Business and Management Studies, Nigeria

    Oluwatosin, Oluwafunmilola Rebecca has her Master’s Degree in Education in Measurement and Evaluation, University of Lagos, Akoka; Master’s of Science Degree in Business Administration, ESCAE University, Port Novo, Benin Republic; Master’s of Art in Education, Sheffield Hallam University, England and Doctor of Philosophy (Ph.D.) Degree in Business Administration, Selinus University of Sciences and Literature, Bologna, Italy.

    ORCID: https://orcid.org/0009-0000-7507-2234

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Published

2024-09-14

Issue

Vol. 11 No. 11 (2024)

Section

Articles

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