David Boud 2008
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The document discusses an assessment program that aims to promote long-term learning beyond courses. The main idea is that assessment should build students' capacity to self-assess their learning and the learning of others. The program emphasizes changing traditional conceptions of assessment to focus on building reflective learners. A website on assessment futures provides guidance on designing assessments that incorporate elements like active engagement, feedback, modeling, and authentic tasks to contribute to long-term learning development.
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This document summarizes the development of an online associate degree in engineering through a strategic national initiative. It outlines converting 4 existing courses to online formats, using a project team structure. Key aspects included observing existing resources, orienting to tools and timelines, carefully planning and deciding on educational design and tools. Lessons learned emphasized planning, simplicity, focus on students, and maximizing existing materials and infrastructure while avoiding perfectionism and allowing for ongoing improvement. The initiative delivered the 4 courses online, under budget and on schedule through a collaborative effort.
Assessment: Achieving improved efficiency, effectiveness, educational integri...
The document discusses assessment in higher education, addressing what assessment is, why it is done, and how to design assessment for greater efficiency, effectiveness, educational integrity, equity and ethical practice. It notes that assessment is subjective and complex, serving purposes like providing feedback and credentialing students. The challenges associated with assessment are also outlined, such as its subjective nature and being time-consuming. Designing high-quality assessment and feedback is discussed as important for fair and meaningful learning.
Caroline Cottman 2008
The Virtual Law Placement unit aims to provide students with a real-world legal workplace experience through a supervised online placement. Students complete assessments including a placement application, workplace project and reflections, online discussions, and an eportfolio. The document discusses feedback on the unit's first offering and proposes revisions to assessments and resources to address challenges in supervising students, training supervisors, and balancing practice and theory.
Margot Mc Neill et al 2008
The document summarizes the findings of an environmental scan conducted as part of a larger study on engaging students with higher order learning. The scan surveyed 482 university course conveners and found that assignments, discussions, essays, and practicals were the most commonly used assessment strategies. Discussion forums and online essay submission were the most used technologies. While some learning outcomes targeted higher order thinking, many assessments aimed to test only understanding. Further qualitative interviews were planned to explore intended learning outcomes, assessment alignment, and examples of good practice in assessing higher order learning.
Nikki Kenney et al 2008
1) The document discusses academic diversity and inclusion of students with disabilities in higher education.
2) It outlines five key issues regarding students with disabilities including understanding disability, identifying course requirements, providing accommodations, maintaining academic integrity, and moving toward greater inclusion.
3) The conclusion is that inclusive teaching practices that accommodate students with disabilities would benefit all students and support diverse learning.
Ursula Mc Gowan 2008
The document proposes an inclusive assessment practice to help students from diverse backgrounds develop evidence-based writing skills. It involves scaffolding research skills using feedback rubrics to guide students. The rubrics provide explicit criteria and expectations before assignments, and are used to provide instant feedback on strengths and areas for improvement. This apprenticeship model integrates skill development into the core curriculum and supports students transitioning into university research and writing.
Margaret Green 2008
1. The document discusses developing effective feedback for students through a case study at UniSA. Student feedback was gathered on what they wanted, disliked, and how the course could improve.
2. Changes were made to feedback based on student input, including providing tutor feedback within 24 hours and using a structured feedback form for consistency. Peer feedback was also incorporated.
3. A feedback sheet is presented that grades hypotheses, questions, learning goals, and group dynamics on a scale from HD to D. It also includes peer ratings to calculate individual contribution to the group.
Kathy Henschke et al 2008
The document discusses establishing a quality framework for assessing work-based learning. It outlines RMIT University's work-integrated learning policy and criteria. Research included literature reviews and surveys of students, academics, and industry. Key findings were that assessments should measure stated objectives, promote reflective learning, and involve collaboration between students and workplaces. A proposed assessment framework called CCARDS considers contextual, capability-driven, action-based, relationship-focused, developmental, and student-centered criteria.
Ieva Stupans 2008
The document calls for evidence-based guidelines for unseen invigilated examinations in higher education. It discusses three objectives for quality student assessment: guiding learning approaches, valid and reliable measurement of learning outcomes including higher-order thinking, and standards that define and protect academic achievement. Research evidence is presented showing higher average marks and fewer failures on modules using only coursework compared to only examinations. The document considers tensions between assessment for learning through coursework versus assessment of learning through examinations, and how to structure exam questions to demonstrate higher-level thinking skills. It proposes strategies for "blueprinting" exams and allowing reference materials to optimize student learning and quality of answers.
Timothy Curnow And Anthony Liddicoat 2008
The document discusses redesigning assessment in applied linguistics courses to better engage students in academic literacy. It proposes a model that conceptualizes what is being assessed, how it will be judged, how judgments will be validated, and how assessments will be elicited. For two courses, it redesigned assessments to have a clear link to learning goals, develop skills cumulatively, and integrate academic literacy with disciplinary content through tasks like analyzing research articles and language data. Initial outcomes suggest students felt more confident dealing with research and understood required writing types better.
Helen Johnston et al 2008
1) The document describes a "Supporting Students at Risk" (SSAR) strategy implemented in first year engineering courses to contact students who showed early signs of struggling and provide advice and support.
2) The results showed that SSAR seemed most effective when contacting new students early in the first stage, with many of these students succeeding in the courses. SSAR was less effective for continuing students who required modified support.
3) The SSAR process provided insights into the student experience and course challenges. It prompted further evaluation of teaching methods and support structures to better meet student and course needs.
Natalie Brown 2008
The document discusses an assessment task where students in groups of 3-5 were asked to plan and produce a three minute video exploring an issue in science. The task was meant to provide hands-on experience in storyboarding, filming, editing and presenting. Students would receive workshops to develop skills in using video making and viewing as teaching strategies. The assessment criteria focused on appropriateness of content for junior secondary students, effectiveness of narrative structure, and quality of filming and editing. After completing the task, students reflected on what they learned and how it might influence their future practice.
David Gillham Et Al 2008
The document describes an online simulation resource called Individualised Client Assessment (ICA) developed at the University of South Australia to promote student engagement and assessment in nursing education. The ICA includes clinical scenarios, videos, and decision pathways. Students used the ICA and were assessed on developing assessment forms, conducting client assessments, and writing reflective papers. Evaluations found students valued the realistic learning opportunities and engagement through the linked assessment. While some found it time-consuming, most felt it was an extensive valuable resource that could be improved by refining transcultural content and addressing technical issues.
Keith Willey & Anne Gardner 2008a
1. The study tested the hypothesis that students in well-functioning teams do not benefit from self and peer assessment because they function well without it. However, the results showed that students in both well-functioning and poorly-functioning teams benefited similarly from self and peer assessment.
2. Approximately 30% of students reported that self and peer assessment did not improve their teamwork experience. However, upon further analysis most of these students were not actually part of well-functioning teams as initially thought.
3. For students to fully benefit from self and peer assessment, the feedback process needs to encourage reflection on professional development and how to improve, rather than just focusing on assessment outcomes and deterring free-riders
Tim Ferris et al 2008
The document summarizes a study on supporting engineering students in developing skills for communicating research plans. It discusses how earlier studies found students needed help with referencing, writing, and using library databases. The intervention provided students with an online resource to help narrow topics, embedded library and writing workshops, and peer review circles. Assessment results showed students significantly improved their research proposals after participating in the scaffolded academic skills program with support from the library, language, and academic specialists.
Steve Cassidy 2008
The document discusses a portfolio assessment approach used for a computing course at Macquarie University. It provides details on the portfolio requirements, including three submission items, opportunities for formative feedback, and summative grading. Feedback from the initial implementation was generally positive, though it placed a heavy workload on staff and some students were confused by the requirements. Refinements for future implementations focused on providing clearer guidance and examples to help balance open-ended tasks with workload.
Barbara De La Harpe 2008
This document discusses assessing graduate attributes and engaging academic staff. It poses questions about graduate attributes and their development. While universities aim to develop graduate attributes, implementation has been patchy. The most significant factor in ensuring graduate attributes are integrated into the curriculum is gaining open hearts and minds of academic staff, as their beliefs hugely impact engagement and embedding attributes, especially with top-down initiatives. Institutional commitment, supportive contexts, and leadership are also important.
Leigh Davis And Moira Cordiner 2008
The document describes the process of designing and implementing the first iteration of an evidence-based practice (EBP) curriculum for undergraduate nursing students. A team developed a major assessment task around a clinical scenario instead of an essay. They evaluated student and teacher feedback which indicated that while most found the subject relevant, only 62% found the difficulty level satisfactory. The main problem was insufficient development of EBP skills before applying them in assessments. Future iterations will provide more scaffolding and practice of EBP skills and remove the policy document requirement from the major task.
Liz Smith et al 2008
The document discusses using wikis and blogs for assessment in a first year engineering course at the University of South Australia. Students were required to maintain an online portfolio using a wiki and blog to document their learning. While some students found the wiki and blog useful for reflecting and collaborating, others saw it as tedious. Based on student feedback, the course coordinators determined the wiki was an effective assessment tool but the blog was less so. For the next year, they planned to use only the wiki and provide more structured tutor feedback.
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Associate Degree in Engineering (Defence Systems) e-learning project
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