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Articles 1 - 14 of 14
Full-Text Articles in Education
Engaging Students In The Use Of Technologies For Assessment Within Personal Learning Environments (Ples): The Development Of A Framework, David Bolton, Paula M. Mildenhall, Kwong Sim, Lynnette Lounsbury, Maria T. Northcote
Engaging Students In The Use Of Technologies For Assessment Within Personal Learning Environments (Ples): The Development Of A Framework, David Bolton, Paula M. Mildenhall, Kwong Sim, Lynnette Lounsbury, Maria T. Northcote
Lynnette Lounsbury
Higher education students use a wide range of information and communication technologies for personal and study purposes, collectively known as a Personal Learning Environment (PLE). The ways in which students use technologies to prepare and complete assessment tasks, however, has not been researched as much as their general use of technology. This paper reports on the process adopted to develop a research-informed framework to engage higher education students in the use and evaluation of technologies for assessment purposes within their PLEs. The method used to construct the framework is presented alongside recommendations for how the framework may be used by …
Research-Informed Guidelines For The Development Of Adaptively-Released Assessment Feedback (Araf) Strategies In Higher Education, Lindsay Morton, Alexandra Johnson, Anthony Williams, Maria T. Northcote
Research-Informed Guidelines For The Development Of Adaptively-Released Assessment Feedback (Araf) Strategies In Higher Education, Lindsay Morton, Alexandra Johnson, Anthony Williams, Maria T. Northcote
Maria Northcote
Assessment feedback has the potential to significantly impact on learning; this can be in the form of quantitative or qualitative feedback, or both. While assessment feedback is intended to provide students with insight into how their learning has progressed against learning outcomes, exploratory research into the impact of assessment feedback has found that students pay more heed to numeric grades than qualitative comments, despite the latter having more potential to positively impact learning. This paper reports on a project, funded by the Office for Learning and Teaching (OLT), to determine the impact of feedback strategies on students’ learning. Academic staff …
Engaging Students In The Use Of Technologies For Assessment Within Personal Learning Environments (Ples): The Development Of A Framework, David Bolton, Paula M. Mildenhall, Kwong Sim, Lynnette Lounsbury, Maria T. Northcote
Engaging Students In The Use Of Technologies For Assessment Within Personal Learning Environments (Ples): The Development Of A Framework, David Bolton, Paula M. Mildenhall, Kwong Sim, Lynnette Lounsbury, Maria T. Northcote
Maria Northcote
Higher education students use a wide range of information and communication technologies for personal and study purposes, collectively known as a Personal Learning Environment (PLE). The ways in which students use technologies to prepare and complete assessment tasks, however, has not been researched as much as their general use of technology. This paper reports on the process adopted to develop a research-informed framework to engage higher education students in the use and evaluation of technologies for assessment purposes within their PLEs. The method used to construct the framework is presented alongside recommendations for how the framework may be used by …
Higher Education Student's Use Of Technologies For Assessment Within Personal Learning Environments (Ples), Lynnette Lounsbury, Paula Mildenhall, David Bolton, Maria T. Northcote, Alan Anderson
Higher Education Student's Use Of Technologies For Assessment Within Personal Learning Environments (Ples), Lynnette Lounsbury, Paula Mildenhall, David Bolton, Maria T. Northcote, Alan Anderson
Maria Northcote
Higher education students' use of technologies has been documented over the years but their specific use of technologies for assessment-related tasks has yet to be fully investigated. Researchers at two higher education institutions recently conducted a study which sought to discover the technologies most commonly used by students within their Personal Learning Environments (PLEs). A specific aim of the study was to determine which of these technologies the students used when they complete and submit assessment tasks such as assignments and examinations. Results from questionnaires, focus groups and mapping exercises are reported and the implications of the findings for developing …
Why Did My Mentor Teacher Only Give Me A Credit?: The Lonely Task Of Grading Your Pre-Service Teacher, Beverly Christian, Peter Kilgour, Andrew Kilgour
Why Did My Mentor Teacher Only Give Me A Credit?: The Lonely Task Of Grading Your Pre-Service Teacher, Beverly Christian, Peter Kilgour, Andrew Kilgour
Peter Kilgour
The placement of pre-service teachers in
schools to integrate theoretical learning with
practical experience is an integral component
of many tertiary education courses. Issues with
both the reliability and validity of assessment
grades in a workplace environment suggest
a call to strengthen the level of academic
rigour of these placements. In this study,
professional development lecturers in one
education program [Avondale College of Higher
Education, NSW] constructed a standardsbased
grading rubric designed to assist mentor
teachers assess the performance of pre-service
teachers. After implementation of the rubric
for two Professional Experience sessions,
mentor teachers were surveyed to assess the
effectiveness …
Assessment Of Work-Integrated Learning: Comparison Of The Usage Of A Grading Rubric By Supervising Radiographers And Teachers, Andrew Kilgour, Peter W. Kilgour, Tania Gerzina, Beverly J. Christian
Assessment Of Work-Integrated Learning: Comparison Of The Usage Of A Grading Rubric By Supervising Radiographers And Teachers, Andrew Kilgour, Peter W. Kilgour, Tania Gerzina, Beverly J. Christian
Peter Kilgour
Introduction
Professional work-integrated learning (WIL) that integrates the academic experience with off-campus professional experience placements is an integral part of many tertiary courses. Issues with the reliability and validity of assessment grades in these placements suggest that there is a need to strengthen the level of academic rigour of placements in these programmes. This study aims to compare the attitudes to the usage of assessment rubrics of radiographers supervising medical imaging students and teachers supervising pre-service teachers.
Methods
WIL placement assessment practices in two programmes, pre-service teacher training (Avondale College of Higher Education, NSW) and medical diagnostic radiography (Faculty of …
Research-Informed Guidelines For The Development Of Adaptively-Released Assessment Feedback (Araf) Strategies In Higher Education, Lindsay Morton, Alexandra Johnson, Anthony Williams, Maria T. Northcote
Research-Informed Guidelines For The Development Of Adaptively-Released Assessment Feedback (Araf) Strategies In Higher Education, Lindsay Morton, Alexandra Johnson, Anthony Williams, Maria T. Northcote
Anthony Williams
Assessment feedback has the potential to significantly impact on learning; this can be in the form of quantitative or qualitative feedback, or both. While assessment feedback is intended to provide students with insight into how their learning has progressed against learning outcomes, exploratory research into the impact of assessment feedback has found that students pay more heed to numeric grades than qualitative comments, despite the latter having more potential to positively impact learning. This paper reports on a project, funded by the Office for Learning and Teaching (OLT), to determine the impact of feedback strategies on students’ learning. Academic staff …
Group-Work: Does It Have To Be That Bad?, Anthony Williams, L Henry, R Tucker, N Abassi
Group-Work: Does It Have To Be That Bad?, Anthony Williams, L Henry, R Tucker, N Abassi
Anthony Williams
Many accreditation bodies and universities require the graduate attribute of “an ability to work in teams” or to “effectively collaborate”. Students invariably dislike working in groups maintaining that “malingerers ride on the back” of those students who work hard and contribute effectively to the outcomes of the group or team. This is the context in which an ALTC/OLT project was established, the project is to consider ways of enhancing group-work in Architecture and design related disciplines. The project has identified the issues associated with group-work, from the perspective of student and lecturer, and has begun to develop strategies to overcome …
Research-Informed Guidelines For The Development Of Adaptively-Released Assessment Feedback (Araf) Strategies In Higher Education, Lindsay Morton, Alexandra Johnson, Anthony Williams, Maria T. Northcote
Research-Informed Guidelines For The Development Of Adaptively-Released Assessment Feedback (Araf) Strategies In Higher Education, Lindsay Morton, Alexandra Johnson, Anthony Williams, Maria T. Northcote
Lindsay Morton
Assessment feedback has the potential to significantly impact on learning; this can be in the form of quantitative or qualitative feedback, or both. While assessment feedback is intended to provide students with insight into how their learning has progressed against learning outcomes, exploratory research into the impact of assessment feedback has found that students pay more heed to numeric grades than qualitative comments, despite the latter having more potential to positively impact learning. This paper reports on a project, funded by the Office for Learning and Teaching (OLT), to determine the impact of feedback strategies on students’ learning. Academic staff …
Higher Education Student's Use Of Technologies For Assessment Within Personal Learning Environments (Ples), Lynnette Lounsbury, Paula Mildenhall, David Bolton, Maria T. Northcote, Alan Anderson
Higher Education Student's Use Of Technologies For Assessment Within Personal Learning Environments (Ples), Lynnette Lounsbury, Paula Mildenhall, David Bolton, Maria T. Northcote, Alan Anderson
Lynnette Lounsbury
Higher education students' use of technologies has been documented over the years but their specific use of technologies for assessment-related tasks has yet to be fully investigated. Researchers at two higher education institutions recently conducted a study which sought to discover the technologies most commonly used by students within their Personal Learning Environments (PLEs). A specific aim of the study was to determine which of these technologies the students used when they complete and submit assessment tasks such as assignments and examinations. Results from questionnaires, focus groups and mapping exercises are reported and the implications of the findings for developing …
Informed Learning, Information Literacy, And Scholarly Communication: Library Pedagogy As A Bridge To The Disciplines, Kim L. Ranger
Informed Learning, Information Literacy, And Scholarly Communication: Library Pedagogy As A Bridge To The Disciplines, Kim L. Ranger
Kim L. Ranger
This paper explores collaboration between librarians and faculty in higher education to construct connections between informed learning theory, information literacy practice, and disciplinary scholarly products to foster reflective and deep engagement with information.
Increasing digital innovations in communication and pedagogy, the need for various literacy capabilities, and the potential wisdom gained from considering diverse methodological perspectives have driven the need for interdisciplinary collaboration (Witt, 2012). There have also been several calls for a relational approach to teaching and learning, changing the roles of librarians (Farrell and Badke, 2015; Gunton et al, 2014; Jaguszewski and Williams, 2013), and scholarship which examines …
The Promises And Realities Of Evidence-Based Practices: Perceptions From Assessment Personnel, Jessica A. Rueter, Cynthia G. Simpson
The Promises And Realities Of Evidence-Based Practices: Perceptions From Assessment Personnel, Jessica A. Rueter, Cynthia G. Simpson
Jessica Rueter
Assessment personnel are those individuals who work in the capacity of evaluation of students with disabilities, including, but not limited to, educational diagnosticians, educational examiners, psychometrists, and instructional specialists. These professionals are responsible for identifying strengths and weaknesses and for providing teachers with evidence-based recommendations that can be implemented in the classroom to improve performance of students with learning deficits. This qualitative study examines 19 educational diagnosticians’ perceptions related to the barriers and supports that impacted their ability to provide evidence-based recommendations for students who are learning disabled. Three categories of barriers to issuing successful evidence-based recommendations emerged as a …
The Big Picture: A Practical Model For The Meaningful Development, Implementation, Tracking, And Utilization Of Assessment In Your College Music Program, Kyle Gullings
Kyle Gullings
This poster was presented at the 2016 Texas Music Educators Association conference, in San Antonio, TX.
Internships And The Assessment Of Student Learning, William Templeton, Karel Updyke, Robert Bennett
Internships And The Assessment Of Student Learning, William Templeton, Karel Updyke, Robert Bennett
Robert B. Bennett
The use of internships is a powerful learning tool that allow business students to make connections between their classroom experience and the world of work. If designed appropriately and positioned correctly in the curriculum, they can also be an ideal opportunity to conduct assurance of learning activities related to business school accreditation. This study reports on survey results relating to business schools’ use of internships in their assurance of learning efforts and describes one school’s successful attempt to use internships as the key platform for its well-developed assurance of learning program.