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The Effectiveness Of Oral Presentation Assessment In A Finance Subject: An Empirical Examination, Shyam S. Bhati
The Effectiveness Of Oral Presentation Assessment In A Finance Subject: An Empirical Examination, Shyam S. Bhati
Journal of University Teaching & Learning Practice
The purpose of this paper is to study the effectiveness of oral presentation as an assessment tool in a Finance subject. Assessment data collected from a postgraduate Finance subject in an Australian university over a period of five years from 2005 to 2009 was analysed statistically to determine the relation between students’ performance in oral presentation and other forms of assessments. The sample consists of assessment records of 412 students and 98 group presentations. From the study of correlations between oral presentations and other assessments, it is concluded that students perform better in written assessments compared to oral assessment. The …
Teamwork In First Year Law Units: Can It Work?, Tracey L. Carver, Amanda Stickley
Teamwork In First Year Law Units: Can It Work?, Tracey L. Carver, Amanda Stickley
Journal of University Teaching & Learning Practice
There is an abundance of literature on the importance of teamwork in undergraduate degrees; how to teach it, how to assess it and how to manage it. However, there is also much recorded about students’ dislike of teamwork, especially where an early experience is unsatisfactory and builds resistance against such assessment. Accordingly, despite the revolution of embedding skills into undergraduate university courses, this article commences by examining the issues which commonly arise as impediments to implementing teamwork in this environment – both generally, and in the context of the particular discipline of law. It then examines how the teaching and …
From Tinkering To Meddling: Notes On Engaging First Year Art Theory Students, Kit Messham-Muir
From Tinkering To Meddling: Notes On Engaging First Year Art Theory Students, Kit Messham-Muir
Journal of University Teaching & Learning Practice
This paper considers the two-year-long process of redesigning Art Theory: Modernism, the initial core art theory course at The University of Newcastle in Australia, with the aim of increasing the academic engagement of first year fine art students. First year students are particularly vulnerable to dropping out if they feel disengaged from the University. This paper does not present any grand solutions for teaching today’s first year students. It does, however, consider ways of designing authentic assessment items that acknowledge the new conditions of pedagogy today. This paper offers ideas for engaging first year students, by creating multidimensional resources that …