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Full-Text Articles in Education
Authentic Assessment Of Reflection In An Eportfolio: How To Make Reflection More Real For Students, Pauline Roberts, Helen Farley, Sue Gregory
Authentic Assessment Of Reflection In An Eportfolio: How To Make Reflection More Real For Students, Pauline Roberts, Helen Farley, Sue Gregory
Research outputs 2014 to 2021
In a doctoral study that focused on the enhancement of reflection through an ePortfolio-based learning environment, students’ indicated that they felt reflection was not real when it was used for assessment. This led to an examination of assessment practices linked to reflection and ways to make it authentic. The literature revealed that reflection is often a component of authentic assessment rather than being a focus of it. The practices associated with the assessment of reflection are examined in order to formulate 4 guiding principles. These principles aim to make the process of reflection more ‘real’ to students in higher education …
I See, I Think I Wonder: An Evaluation Of Journaling As A Critical Reflective Practice Tool For Aiding Teachers In Challenging Or Confronting Contexts, Geoffrey M. Lowe, Peter Prout, Karen Murcia
I See, I Think I Wonder: An Evaluation Of Journaling As A Critical Reflective Practice Tool For Aiding Teachers In Challenging Or Confronting Contexts, Geoffrey M. Lowe, Peter Prout, Karen Murcia
Australian Journal of Teacher Education
In October 2011, five selected Western Australian teachers took part in a teacher mentoring project in Tanzania. The teachers spent a month embedded in local primary and secondary schools, working collaboratively with their Tanzanian counterparts. As a strategy for making sense of their experiences, each teacher was asked to maintain a reflective journal, using the Harvard Visible Thinking Routine of ‘see, think, wonder’ as a critical structure for guiding their journal writing. The purpose of this article is to discuss the effectiveness of journaling for teachers in challenging teaching situations, and the usefulness of the Harvard approach in structuring the …
Self-Assessment Of Employability Skill Outcomes Among Undergraduates And Alignment With Academic Ratings, Denise Jackson
Self-Assessment Of Employability Skill Outcomes Among Undergraduates And Alignment With Academic Ratings, Denise Jackson
Research outputs 2013
Despite acknowledgement of the benefits of self-assessment in higher education, disparity between student and academic assessments, with associated trends in over- and underrating, plagues its meaningful use, particularly as a tool for formal assessment. This study examines self-assessment of capabilities in certain employability skills in more than 1000 Australian business undergraduates. It evaluates the extent to which student self-assessments differ from academics, in what ways and the influence of certain individual and background characteristics - such as stage of degree, gender and academic ability - on rating accuracy. Explanations for documented disparities are presented, in addition to implications and strategies …
We've Thrown Away The Pens, But Are They Learning? Using Blogs In Higher Education, Katrina Strampel, Ron Oliver
We've Thrown Away The Pens, But Are They Learning? Using Blogs In Higher Education, Katrina Strampel, Ron Oliver
Research outputs pre 2011
In today’s university classrooms, “the time of restricting students products and learning opportunities to ink on paper are past” (Siegle, 2007). Blogs are only one of many computer-mediated technologies starting to dominate blended and wholly online courses. Most people assume that using these technologies, because it is what the students want, will translate into increased learning opportunities. As the literature continuously asserts, however, learning, and especially reflection, does not just happen (Boud, Keogh, & Walker, 1985). It seems imperative, therefore, that extra measures are taken when any technology is being implemented in a university classroom to ensure high levels of …