The use of the repertory grid as a technique using group data to assess changes in learning

Abstract

In this thesis, I look at the use of the repertory grid as a technique for assessing learning and for assessing changes in learning as a result of taking a course in psychology. The thesis looks into the cognitions of trainee teachers (called 'novices') and a comparison group of experienced psychologists (called 'experts') regarding "psychology topics in teaching and learning". As a group, the novices completed repertory grids before and after the psychology course. Experts completed one repertory grid. Analysis of the repertory grids revealed six main construct categories (called 'themes'). The themes were found to apply to both novice and expert grids. There are shifts in emphasis between the themes identified in the data of the novices before and after the lecture courses, and there were significant differences between the number and distribution of the themes between the novice grids and those of the experts. The results point to the potential of using the repertory grid technique in assessing learning using group data, Identifying changes In learning over time, and comparing expert and novice cognitions. Implications of the technique for further investigation into learning and expertise are discussed along with possible extensions.