Educational Assessment, Evaluation, and Research Commons^™

Nationwide, Collaborative Assessment Of Medical Student Learning Outcomes: The Australian Medical Assessment Collaboration, David Wilkinson, Benedict J. Canny, Jacob Pearce, Hamish Coates, Daniel Edwards

Dr Daniel Edwards

No abstract provided.

Constructivism And Instructional Design: Some Personal Reflections, Brent Wilson

Brent Wilson

Some personal reflections on instructional design and its relation to constructivism are explored. Instructional design in its present form is out of sync with the times in that its orientation, methods, and research base are behavioristic, or positivistic. However, a constructivist theory of instructional design is possible, particularly if constructivism is recognized as a philosophy rather than a strategy. To better fit the needs of practitioners, instructional design theories need to be better grounded in a broad understanding of learning and instructional processes. Generic principles and specific heuristics are needed for dealing with recurring problems and situations in instructional design …

Film Literacy In The Primary Classroom, Marc Barrett

Marc Barrett

The recent move in Britain towards a nation-wide film literacy program to support young learners of English prompted ACER research into the use of film within Australian primary schools.

Aligning Reading Assessment With National Goals, Danielle Anzai, Maurice Walker

Maurice Walker

No abstract provided.

Scale For Mapping Progress In Mathematical Competencies, Ross Turner, Gayl O'Connor, Thomas Romberg

Ross Turner

No abstract provided.

Allies In Learning: Critical Insights Into The Importance Of Staff-Student Interactions In University Education, Sarah Richardson, Ali Radloff

Ali Radloff

Discussions of the quality of learning in university education often focus on curricula. Less attention is paid to the role of student–staff interactions. In a context in which a host of factors place pressure on the opportunities for students and staff to interact, it is important to use empirical insights to inform decisions about how to optimise learning. This paper uses data from a large survey of students and teaching staff in Australia to suggest that students and staff should be regarded as allies in learning. It investigates student reports to suggest that frequent interactions with those who teach them …

To Rubric Or Not To Rubric: That Is The Question, Amy Kenworthy, George Hrivnak

George Hrivnak

Extract: In conclusion, although there are certainly a number of challenges associated with the effective utilization of rubrics, we agree that rubrics have the potential to be highly useful tools for faculty members to consider using. Our primary contribution to this scholarly discussion is to question the framing of rubrics as something akin to a panacea for assessment issues. They are not. As with any teaching tool, we believe faculty should never be forced to use tools that they are neither committed to nor adequately supported in the use of. Comfort and commitment to using a tool are critical components …

Nationwide, Collaborative Assessment Of Medical Student Learning Outcomes: The Australian Medical Assessment Collaboration, David Wilkinson, Benedict Canny, Jacob Pearce, Hamish Coates, Daniel Edwards

Dr Jacob Pearce

No abstract provided.

Students In A Digital Age: Some Implications Of Ict For Teaching And Learning, John Ainley, L Enger, Dara Searle

Dr John Ainley

No abstract provided.

The Power To Transform: Leadership That Brings Learning And Schooling To Life, Stephanie Pace Marshall

Stephanie Pace Marshall, Ph.D.

The Power to Transform is a call to re-conceive and re-design schooling. Rather than offer “best practices” or “prescriptive solutions,” it invites leaders of all ages and walks of life to think differently about learning and schooling. It illuminates the “why” and “what” of educational transformation and explores its deepest roots. It offers new language, new design principles, a new framework, and a new map for creating vibrant, imaginative and adaptive learning landscapes that integrate the dynamic properties of living systems with the generative principles of learning. It is from this natural integration that the new story of learning and …

Contemporary Literacy Practices Of Early Learners (Preps), D Cohen, Anne-Marie Chase

Dr Anne-Marie Chase

Esl Learning Through Drama, Chamkaur Gill

Chamkaur Gill

Extract: Drama-based activities can assist learners develop their speaking, listening, reading and writing skills through constant exposure to the target language. Annarella (2000) and Boudreault (2009) refer to the guided imagery and imagination in drama techniques which assist in the development of these skills.

Research And Development To Support The Next Stage Of The Harnessing Technology Strategy: The Learner And Their Context, Chris Davies, Anne-Marie Chase, Jenny Good, Dimitrina Spencer

Dr Anne-Marie Chase

Australian Core Skills Framework (Acsf), K Brewer, P Mclean, K Perkins, Dave Tout, L Wyse

David (Dave) Tout

The Australian Core Skills Framework (ACSF) describes levels of performance in the 5 core skills of: Learning; Reading; Writing; Oral Communication; and Numeracy. These skills are essential for people to participate in our society. People need to communicate effectively in many different ways, for diverse purposes, in a variety of contexts and to think critically about information and ideas. It is likely that each new role and responsibility we take on will require new or enhanced core skills. Therefore, we need a range of strategies to adapt to changing circumstances and new challenges, including strategies to help us learn. The …

The Transformation To A Learner-Centered Community As A Result Of University-Wide Assessment, Michele Kieke, Karen Moroz, Amy Gort

Karen Moroz

Interest And Efficacy Beliefs In Self-Regulated Learning: Does The Task Make A Difference?, Mary Ainley, Sarah Buckley, Joanne Chan

Dr Sarah Buckley

No abstract provided.

Student Use Of Digital Technologies In And Out Of School, Anne-Marie Chase

Dr Anne-Marie Chase

What Does Teaching Look Like Around The World?, Karen Givvin, Jennifer Jacobs, Hilary Hollingsworth

Dr Hilary Hollingsworth

If you could peer into a classroom in a foreign country, what would you see? If you could see multiple lessons from that country, what patterns would emerge? If you could do the same across several countries, how would you further refine your images? The logistics of such an undertaking are formidable and nearly impossible for any single person. However, the authors of this article, as part of the Third International Mathematics and Science Study (TIMSS) 1999 Video Study, were able to participate in the endeavor described above -- albeit via video, rather than in personIf you could peer into …

Repurposing Learning Objects As Assessment Instruments, S Atkins, Gayl O'Connor

Gayl O'Connor

No abstract provided.

Using Assessment For Learning (Formative Assessment) In Science And Resources For Learning – Mining Sear (Science Education Assessment Resource), Gayl O'Connor

Gayl O'Connor

No abstract provided.

Understanding Nuclear Science And Technology, Gayl O'Connor

Gayl O'Connor

No abstract provided.

Curriculum Frameworks And Change, Dave Tout

David (Dave) Tout

No abstract provided.

Improving Assessment Practice, Gayl O'Connor, Mark Hackling

Gayl O'Connor

No abstract provided.

Assessment Criteria In A Large-Scale Writing Test: What Do They Really Mean To The Raters?, Tom Lumley

Dr Tom Lumley

The process of rating written language performance is still not well understood, despite a body of work investigating this issue over the last decade or so (e.g., Cumming, 1990; Huot, 1990; Vaughan, 1991; Weigle, 1994a; Milanovic et al., 1996). The purpose of this study is to investigate the process by which raters of texts written by ESL learners make their scoring decisions using an analytic rating scale designed for multiple test forms. The context is the Special Test of English Proficiency (step), which is used by the Australian government to assist in immigration decisions. Four trained, experienced and reliable step …

What We Can Learn From Timss: Comparison Of Australian And Russian Timss-R Results In Algebra, Alla Routitsky, Susan Zammit

Dr Alla Routitsky

No abstract provided.

Conflicting Perspectives On The Role Of Test Preparation In Relation To Learning, Tom Lumley, Bernadette Stoneman

Dr Tom Lumley

Reports on the development of a learning package for a newly introduced test in Hong Kong, the Graduating Students' Language Proficiency Assessment (GSLPA)-English. Examines reactions of teachers and students to the learning package during piloting of the materials.

Teacher And Student Perspectives On Collaborative Learning, Ray Peck, M Barnes

Ray Peck

In this article, the authors explain what they mean by collaborative learning and suggest ways of promoting effective collaboration in senior mathematics. Issues discussed include group composition, the design of suitable tasks for collaborative work, setting norms for student behaviour and the teacher's role in promoting effective discussion. Students' views on collaborative learning are also presented. Perceived advantages include improved understanding, enjoyment and communication skills. Some perceived disadvantages and ways of minimising them are also discussed.