Open Access. Powered by Scholars. Published by Universities.®
- Publication Type
Articles 1 - 2 of 2
Full-Text Articles in Education
Comparative Pairs Judgements For High-Stakes Practical Assessments, Hendrati Nastiti
Comparative Pairs Judgements For High-Stakes Practical Assessments, Hendrati Nastiti
Theses: Doctorates and Masters
Assessment of practical tasks, as opposed to that of theoretical tasks, has been considered to be problematic, mainly because it is usually resource intensive and the scoring is subjective. Most practical tasks need to be assessed on site or involve products that need to be collected, stored, or transported. Moreover, because practical tasks are generally open-ended, and therefore subjective, there is concern over the reliability of the scores. In high-stakes assessment, these problems are even more challenging. There is a need for an assessment method that could overcome these problems. In this study, such a method that will be referred …
Assessing Curriculum Planning For Humanities Inquiry: The Challenges And Opportunities Of Poster Presentation, Heather D. Wallace, Lou Preston, Kate M. Harvie
Assessing Curriculum Planning For Humanities Inquiry: The Challenges And Opportunities Of Poster Presentation, Heather D. Wallace, Lou Preston, Kate M. Harvie
Australian Journal of Teacher Education
Authentic assessment has been promoted in teacher education as a means of addressing the challenge that pre-service teachers often face in translating theory into practice. In this article, we outline one approach to authentic assessment that utilises a poster format to present a humanities inquiry sequence. Drawing on a practice-based research project into inquiry learning, we explore the challenges and opportunities of this mode of assessment in meeting our curriculum aims. While we acknowledge limitations in this method, we conclude that posters provide a succinct and engaging means of organising, disseminating and assessing inquiry planning in humanities.