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University of Wollongong

Deputy Vice-Chancellor (Academic) - Papers

Assessment

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Full-Text Articles in Social and Behavioral Sciences

Transforming Practice: Designing Rubrics For Cumulative And Integrative Assessment Of Disciplinary Learning And Development Of Students' Language Communication, Honglin Chen, Emily Rose Purser, Alisa J. Percy Jan 2016

Transforming Practice: Designing Rubrics For Cumulative And Integrative Assessment Of Disciplinary Learning And Development Of Students' Language Communication, Honglin Chen, Emily Rose Purser, Alisa J. Percy

Deputy Vice-Chancellor (Academic) - Papers

While it is widely recognised that university graduates should be good communicators, and that close attention be paid to the development of students' communication skills within their disciplinary learning contexts (Arkoudis, 2014; Johnson, Veitch, & Dewiyanti, 2015), it remains open to debate how an effective and sustained focus on language communication can be achieved within disciplinary curricula. The past few years have seen major efforts to identify good practices in teaching language communication, yet as Arkoudis (2014) notes, these are often fragmented and not explicitly linked to disciplinary assessment. The existing literature on language communication consistently points out that designing assessment tasks and rubrics with built-in linguistic development will make a significant difference to students' language learning and development (Baker, 2015; Briguglio, 2014; Dunworth, 2013). However, current observation of practice across the disciplines indicates that un-theorised attempts to integrate 'language' into assessment rubrics tend to translate into a simplistic deduction of marks for superficial grammatical infringements. Addressing this significant gap in higher education practice, this presentation showcases the aims, method and preliminary findings of an interdisciplinary collaborative project to design, trial and evaluate a set of cumulative ...


Transforming Assessment Practice: Evidencing And Benchmarking Student Learning Outcomes In Chemistry, Siegbert Schmid, Simon Bernard Bedford, Adam Bridgeman, Glennys A. O'Brien, Ian Jamie, Gwen Lawrie, Kieran Lim, Samuel Priest, Simon Pyke, Madeleine Schultz, Daniel Southam Jan 2015

Transforming Assessment Practice: Evidencing And Benchmarking Student Learning Outcomes In Chemistry, Siegbert Schmid, Simon Bernard Bedford, Adam Bridgeman, Glennys A. O'Brien, Ian Jamie, Gwen Lawrie, Kieran Lim, Samuel Priest, Simon Pyke, Madeleine Schultz, Daniel Southam

Deputy Vice-Chancellor (Academic) - Papers

Higher Education in Australia is in a phase of rapid change due to a number of regulatory changes. Over the past five years the Australian Chemistry community has agreed on a list of Chemistry Threshold Learning Outcomes (CTLOs) that every student graduating from an Australian University will have attained. In addition, the Royal Australian Chemical Institute (RACI) has changed its accreditation process for Chemistry degrees and now uses these CTLOs as the basis for accreditation. Therefore, it is now paramount to ensure that our assessment items allow students to demonstrate attainment of the CTLOs during a degree [1]. The "Assessing ...


Lassi: An Australian Evaluation Of An Enduring Study Skills Assessment Tool, James Gt Marland, Joanne Dearlove, Jennifer Carpenter Jan 2015

Lassi: An Australian Evaluation Of An Enduring Study Skills Assessment Tool, James Gt Marland, Joanne Dearlove, Jennifer Carpenter

Deputy Vice-Chancellor (Academic) - Papers

This study assesses the reliability and validity of the Learning and Study Strategies Inventory (LASSI), an American survey instrument, in an Australian context. The results of this study were compared with those generated by a comparison study held at a different Australian university and also against other internationally published research. There was a high degree of similarity between the LASSI scores from the students at the two Australian universities, however these scores were considerably different from norms published in the LASSI manual. The students' scores in this study were also compared with data on their gender and age and the ...


The Effect Of Viva Assessment On Students' Approaches To Learning And Motivation, Romy Lawson Jan 2012

The Effect Of Viva Assessment On Students' Approaches To Learning And Motivation, Romy Lawson

Deputy Vice-Chancellor (Academic) - Papers

Higher education aims to encourage students to achieve a higher level of understanding of their subject matter. In order for students to achieve these higher levels, they have to approach their learning at a deeper level (Prosser and Trigwell, 1999; Barrab and Plucker, 2002), and be motivated to achieve (Deci and Ryan, 1985). One factor that is seen as a major influence on students' intentions is their perception of the assessment of their learning (Gibbs, 2007; Ramsden, 2003; Biggs, 2003; Bransford, Brown and Cocking, 2000). A learner, who perceives that the learning outcome requires demonstration of understanding, application, and critical ...


Articulating And Comparing Standards Through Benchmarking Of Assessment, Sara Booth, Anne Melano, Heather Sainsbury, Lynn Woodley Jan 2011

Articulating And Comparing Standards Through Benchmarking Of Assessment, Sara Booth, Anne Melano, Heather Sainsbury, Lynn Woodley

Deputy Vice-Chancellor (Academic) - Papers

The universities of Deakin, Tasmania (UTAS) and Wollongong (UOW) are not aligned with any university groups or networks. This paper presents their cross-institutional benchmarking relationship as a case study in building the necessary trust, collaboration and shared methodology. The partnership was distinguished by the way it tapped into a collegial quality improvement culture. It had its genesis at the 2009 AUQF conference and the partners adapted and ‘test-drove’ a framework previously developed by an ALTC Teaching Quality Indicators Project team. UTAS and UOW had formerly been involved in a trial benchmarking project on academic transition support in 2009 and extended ...


Facilitating Staff And Student Engagement With Graduate Attribute Development, Assessment And Standards In Business Faculties, Tracy Taylor, Darrall G. Thompson, Lucille Clements, Lynette Simpson, Andrew Paltridge, Marty Fletcher, Mark Freeman, Lesley Treleaven, Fiona Rohde, Romy Lawson Jan 2009

Facilitating Staff And Student Engagement With Graduate Attribute Development, Assessment And Standards In Business Faculties, Tracy Taylor, Darrall G. Thompson, Lucille Clements, Lynette Simpson, Andrew Paltridge, Marty Fletcher, Mark Freeman, Lesley Treleaven, Fiona Rohde, Romy Lawson

Deputy Vice-Chancellor (Academic) - Papers

Executive Summary The aim of the project was to promote and support strategic change in advancing graduate attribute development in Business education through engagement of staff and students with learning and assessment processes that embed graduate attribute development. The focus on graduate attributes currently is of upmost importance as Australian Business schools obtain, or seek to attain, international accreditation such as AACSB (Association to Advance Collegiate Schools of Business). The quality assurance process of AACSB requires each degree program1 to specify learning goals, and demonstrate a student's achievement of these learning goals. The participating institutions had all achieved initial ...


Web-Based Surveys And Assessment, Parviz Doulai, Ray Stace Dec 1998

Web-Based Surveys And Assessment, Parviz Doulai, Ray Stace

Deputy Vice-Chancellor (Academic) - Papers

This paper describes methods of on-line assessment and students’ survey, which utilize the Web interfaces and use them in conjunction with the Internet. To find the most appropriate alternative methods of students’ assessment and survey a variety of commercial and public domain tools was used to implement the following two basic tasks: 1. ‘Student Suggestion Box’ where students evaluate the subject and make comments and suggestions on the subject and its assessment; and 2. a partially AutoMark short assessment task, containing two paragraph questions and three multiple choice questions, that offers final marks to the instructor/students and provides prompt ...