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Full-Text Articles in Education
Everything In Moderation: A Quality Improvement Initiative, Rowena H. Scott, Bev Ewens, Lesley Andrew
Everything In Moderation: A Quality Improvement Initiative, Rowena H. Scott, Bev Ewens, Lesley Andrew
eCULTURE
This discussion paper describes the review and development of a standardised moderation of assessment process in the School of Nursing and Midwifery. This initiative was the result of collaboration between two nursing course coordinators and a Centre for Learning and Development academic who provided the scholarship of moderation of assessments. A review of the current moderation processes revealed the potential for variation amongst markers especially due to the large number of new and sessional academic staff. A recommendation from the review was the need for a moderation process that provides evidence for reporting and is not difficult for academic staff …
Assessing Preservice Teachers’ Presentation Capabilities: Contrasting The Modes Of Communication With The Constructed Impression, Matt G. Bower, Robyn A. Moloney, Michael S. Cavanagh, Naomi Sweller
Assessing Preservice Teachers’ Presentation Capabilities: Contrasting The Modes Of Communication With The Constructed Impression, Matt G. Bower, Robyn A. Moloney, Michael S. Cavanagh, Naomi Sweller
Australian Journal of Teacher Education
A research-based understanding of how to develop and assess classroom presentation skills is vital for the effective development of pre-service teacher communication capabilities. This paper identifies and compares two different models of assessing pre-service teachers’ presentation performance – one based on the Modes of Communication (voice, body language, words, and alignment between those elements) and another based on features of the Constructed Impression of the communication acts (confidence, clarity, engagement and appropriateness). The Modes of Communication and the Constructed Impression of 164 pre-service teacher presentations were rated. The Constructed Impression model provided a better fit to data, while averaging of …
Employability Skill Development In Work-Integrated Learning: Barriers And Best Practice, Denise Jackson
Employability Skill Development In Work-Integrated Learning: Barriers And Best Practice, Denise Jackson
Research outputs 2013
Work-integrated learning (WIL) is widely considered instrumental in equipping new graduates with the required employability skills to function effectively in the work environment. Evaluation of WIL programs in enhancing skill development remains predominantly outcomes-focused with little attention to the process of what, how and from whom students acquire essential skills during work placement. This paper investigates best practice in the classroom and placement activities which develop employability skills and identifies factors impeding skill performance during WIL, based on survey data from 131 undergraduates across different disciplines in an Australian university. What students actually experienced during placement, or what they felt …