| Title | Year | Files | Folder |
| Transforming engineering students into student engineers : improving learning outcomes and employability : final report. Lead Institution: University of Adelaide
| 2019 |
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Title: Transforming engineering students into student engineers : improving learning outcomes and employability : final report.
Author(s): Foley, Bernadette | Gill, Tiffany | Martinez-Marroquin, Elisa | Palmer, Edward | Senadji, Bouchra | Australia. Dept of Education | Queensland Institute of Technology | University of Adelaide | University of Canberra
Published: Canberra : Australia. Dept of Education : 2019
ISBN: 9781760517823 (PDF)
<b>ISBN:</b> 9781760517830 (DOCX) | 9781760517847 (print ed)<br />Abstract: In the past 10 years, there has been an increasing need and emphasis on ensuring that curricula prepares graduates for successful careers. The present project builds on the Australian Government’s Office for Learning and Teaching seed project (SD13-2878) entitled ‘Promoting student engagement and continual improvement: integrating professional quality management practices into engineering curricula’. The seed project conceptualised the Management System for Engineering Education (MaSEE) as a framework under which engineering students would be provided with a suite of resources that would enable them to approach their studies as student engineers, rather than engineering students, and aid them in their transition to the profession. The approach used by professional engineers is informed by management system frameworks that set out consistent protocols and processes for use. The ability to appreciate and work in accordance with these protocols and processes provides transferable skills that are directly related to the employability of graduates and engineers. The MaSEE concept is predicated on similarities between industry management system processes, effective learning and teaching strategies and the development of employment capabilities. For example, adapted industry design verification protocols can be embedded into learning activities as a form of peer-generated cyclical feedback. This provides student engineers with the opportunity to use an adapted industry process and enables them to benefit from peer feedback in their learning. The project team engaged with industry members and educators to review the MaSEE concept and develop a modular and flexible suite of processes that could be used by individual educators or scaffolded throughout a program. Six processes – design verification, design review, project minutes, document control, risk assessment and project planning were initially proposed and were later confirmed as appropriate processes by industry members through this project. [Executive summary, ed]
URL (open access) : https://ltr.edu.au/resources/ID16-5400_Final_Report_19.pdf
Record No: 365935 from LTR
Title: Transforming engineering students into student engineers : improving learning outcomes and employability : final report.
Author(s): Foley, Bernadette | Gill, Tiffany | Martinez-Marroquin, Elisa | Palmer, Edward | Senadji, Bouchra | Australia. Dept of Education | Queensland Institute of Technology | University of Adelaide | University of Canberra
Published: Canberra : Australia. Dept of Education : 2019
ISBN: 9781760517823 (PDF)
<b>ISBN:</b> 9781760517830 (DOCX) | 9781760517847 (print ed)<br />Abstract: In the past 10 years, there has been an increasing need and emphasis on ensuring that curricula prepares graduates for successful careers. The present project builds on the Australian Government’s Office for Learning and Teaching seed project (SD13-2878) entitled ‘Promoting student engagement and continual improvement: integrating professional quality management practices into engineering curricula’. The seed project conceptualised the Management System for Engineering Education (MaSEE) as a framework under which engineering students would be provided with a suite of resources that would enable them to approach their studies as student engineers, rather than engineering students, and aid them in their transition to the profession. The approach used by professional engineers is informed by management system frameworks that set out consistent protocols and processes for use. The ability to appreciate and work in accordance with these protocols and processes provides transferable skills that are directly related to the employability of graduates and engineers. The MaSEE concept is predicated on similarities between industry management system processes, effective learning and teaching strategies and the development of employment capabilities. For example, adapted industry design verification protocols can be embedded into learning activities as a form of peer-generated cyclical feedback. This provides student engineers with the opportunity to use an adapted industry process and enables them to benefit from peer feedback in their learning. The project team engaged with industry members and educators to review the MaSEE concept and develop a modular and flexible suite of processes that could be used by individual educators or scaffolded throughout a program. Six processes – design verification, design review, project minutes, document control, risk assessment and project planning were initially proposed and were later confirmed as appropriate processes by industry members through this project. [Executive summary, ed]
URL (open access) : https://ltr.edu.au/resources/ID16-5400MaSEEAchievementsStatementFINALv1.pdf
Record No: 365935 from LTR
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| Transforming exams across Australia : Processes and platform for e-exams in high stakes, supervised environments. Lead Institution: Monash University
| 2019 |
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Title: Transforming exams across Australia : Processes and platform for e-exams in high stakes, supervised environments.
Author(s): Hillier, Mathew | Bower, Matthew | Cowling, Michael | Fluck, Andrew | Geer, Ruth | Grant, Scott | Harris, Beth | Howah, Kenneth | Meacheam, David | McGrath, Dominic | Pagram, Jeremy | White, Bruce | Australian National University | Central Queensland University | Edith Cowan University | Macquarie University | Monash University | RMIT University | University of New South Wales. Australian Defence Force Academy | University of Queensland | University of South Australia | University of Tasmania
Published: Canberra : Australia. Dept of Education and Training (DET) : 2019
ISBN: 9781760517564 [PDF] |9781760517571 [docx] |9781760517588 [print]
Abstract: This project aimed to address a national gap in the pedagogical sophistication, relevance of assessment and knowledge of student engagement in high stakes supervised assessments. It involved development and delivery of authentic e-assessment in the supervised exam room context, in a manner that was scalable and sustainable. Findings were designed to guide teachers, assessment developers, technology support, examinations managers and institutional leadership in matters of policy, practical implementation and pedagogic design. There was recognition that web-browser-based assessment alone does not permit candidates to demonstrate skills based on sophisticated computer software applications fit for professional work. The use of a common USB booting system provides total institutional control of student-owned computers without interfering with their personal data or software. These critical ideas led the project team to design a robust e-Exam platform, which is also resilient to network breakdowns. The project team then went on to implement and verify, across a range of institutional contexts, a viable technological and procedural approach to scale authentic e-assessment. Across the four years of the project, 10 partner institutions had input, 35 e-exams were conducted with over 3000 students, teachers, and administrators participating in exam sessions, in surveys, focus group interviews, workshops and an international symposium. Key findings included: the creation of a viable, robust technology platform for e-Exams; that students accept e-Exams and find them suited to their largely preferred ways of working; logistical support and attention to detail matters in the high stakes, time-pressured exams; academic development in terms of digital literacy and digital pedagogy will be important to embedding and scaling authentic e-assessment across the curriculum; and policy is a mechanism to support change, as is managerial support.
URL (open access) : https://ltr.edu.au/resources/ID15-4747_Hillier_Final_Report_2019.pdf
Record No: 365931 from LTR
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| Enhancing student employability skills through virtual field trips in the hospitality industry : final report. Lead Institution: Griffith University
| 2019 |
|
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Title: Enhancing student employability skills through virtual field trips in the hospitality industry : final report.
Author(s): Patiar, Anoop | Benckendorff, Pierre | Kensbock, Sandie | Wang, Ying | Wilkins, Hugh | Robinson, Richard | Richardson, Scott | Lee, Andy | Goh, Edmund | Australia. Dept of Education and Training (DET) | Bond University | Edith Cowan University | Griffith University | Torrens University Australia | University of Queensland
Published: Canberra : Australia. Dept of Education and Training (DET) : 2019
ISBN: 9781760517366 (PDF)
<b>ISBN:</b> 9781760517359 (print ed) | 9781760517373 (DOCX)<br />Abstract: Hospitality fieldwork offers student-centred experiential learning and an opportunity to establish authentic connections between theory and practice. Ongoing reductions in the funding of universities and increasing student numbers have led to technology-enhanced solutions to provide practice-based learning experiences in hospitality management education. Virtual field trips (VFTs) are an alternative and flexible means for students to connect their classroom learning with authentic activities and assessment via structured experiences in participating hospitality businesses. In 2013, Griffith University provided seed funding to develop and trial VFTs of two hotels in Queensland. The VFTs were implemented in a core course within the Bachelor of International Tourism and Hotel Management. The course content and assessment were integrated and constructively aligned with the VFTs (Biggs, 2003) and evaluated for effectiveness using mixed methodologies. Students found the VFTs to be highly effective in reinforcing the course content and adding to their learning experience. They also found the VFTs to be relevant and useful in informing their assessment tasks. [Executive summary, ed]
URL (open access) : https://ltr.edu.au/resources/ID15-4905_VFTs_Final_Report_March_2018_Copyedited_GF_3_March_2019.pdf
Record No: 365927 from LTR
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| Making curriculum visible : engaging students in learning outcomes and career relevance through a multi-dimensional interactive map : final report. Lead Institution: Curtin University
| 2019 |
|
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Title: Making curriculum visible : engaging students in learning outcomes and career relevance through a multi-dimensional interactive map : final report.
Author(s): Tee, Lisa B. G. | Australia. Dept of Education and Training (DET) | Curtin University
Published: Canberra : Australia. Dept of Education and Training (DET) : 2019
ISBN: 9781760517458 (PDF)
<b>ISBN:</b> 9781760517441 (print ed) | 9781760517465 (DOCX)<br />Abstract: Higher education students make study choices with a limited view of how their programs are structured. For students, inappropriate course selection bears a financial burden (Krause & Coates, 2008); for universities, it is linked to lower student engagement and retention rates (Thomas, 2012). It is essential that students understand the relevance of their units and course structure to support their engagement in their learning and successful degree completion. Communicating this information is of particular importance in a growing market-driven higher education sector with increasing degree costs. Prospective and commencing students would benefit from a holistic, programmatic approach to curricula to increase their awareness of the importance of graduate skills and capabilities to meet employability requirements and competency standards Building on from the work on curriculum mapping (Oliver, Jones, & Ferns, 2010), graduate capabilities (Oliver & Whelan, 2011), learning outcomes (Lawson, 2015; Owen, Stupans, Ryan, Woulfe, & McKauge, 2011), technology-enhanced learning (Laurillard, Oliver, Wasson, & Hoppe, 2009) and graduate employability (Dawn Bennett), the MyCourseMap tool was developed to present ‘one-stop portal’ degree information for students and staff showing the entire program with alignment to graduate attributes (GA) and learning outcomes using mobile touch technology. This fellowship allows academics and students to explore a whole-of-program, interactive map from the point of enrolment. The fellowship represents a sector-wide program of change using a unique curriculum visualisation tool — MyCourseMap. By presenting curriculum in a more student-centred and visible form, academics engage students as active participants in the negotiation of their study choices. [Executive summary, ed]
URL (open access) : https://ltr.edu.au/resources/FS16-0277_Lisa_Tee_National_Teaching_Fellowship_Final_Report_2018.pdf
Record No: 365929 from LTR
Title: Making curriculum visible : engaging students in learning outcomes and career relevance through a multi-dimensional interactive map : final report.
Author(s): Tee, Lisa B. G. | Australia. Dept of Education and Training (DET) | Curtin University
Published: Canberra : Australia. Dept of Education and Training (DET) : 2019
ISBN: 9781760517458 (PDF)
<b>ISBN:</b> 9781760517441 (print ed) | 9781760517465 (DOCX)<br />Abstract: Higher education students make study choices with a limited view of how their programs are structured. For students, inappropriate course selection bears a financial burden (Krause & Coates, 2008); for universities, it is linked to lower student engagement and retention rates (Thomas, 2012). It is essential that students understand the relevance of their units and course structure to support their engagement in their learning and successful degree completion. Communicating this information is of particular importance in a growing market-driven higher education sector with increasing degree costs. Prospective and commencing students would benefit from a holistic, programmatic approach to curricula to increase their awareness of the importance of graduate skills and capabilities to meet employability requirements and competency standards Building on from the work on curriculum mapping (Oliver, Jones, & Ferns, 2010), graduate capabilities (Oliver & Whelan, 2011), learning outcomes (Lawson, 2015; Owen, Stupans, Ryan, Woulfe, & McKauge, 2011), technology-enhanced learning (Laurillard, Oliver, Wasson, & Hoppe, 2009) and graduate employability (Dawn Bennett), the MyCourseMap tool was developed to present ‘one-stop portal’ degree information for students and staff showing the entire program with alignment to graduate attributes (GA) and learning outcomes using mobile touch technology. This fellowship allows academics and students to explore a whole-of-program, interactive map from the point of enrolment. The fellowship represents a sector-wide program of change using a unique curriculum visualisation tool — MyCourseMap. By presenting curriculum in a more student-centred and visible form, academics engage students as active participants in the negotiation of their study choices. [Executive summary, ed]
URL (open access) : https://ltr.edu.au/resources/FS16-0277_Tee_AchievementsStatement.pdf
Record No: 365929 from LTR
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| Owning the Rubric : student engagement in rubric design and use : final report. Lead Institution: Avondale College of Higher Education
| 2019 |
|
Add
Title: Owning the Rubric : student engagement in rubric design and use : final report.
Author(s): Northcote, Maria | Williams, Anthony | Christian, Bev | Jackson, Wendy | Joseph, Sue | Kilgour, Andrew | Kilgour, Peter | Morton, Jason | Rickett, Carolyn | Seddon, John | Australia. Dept of Education and Training (DET) | Avondale College of Higher Education | Charles Sturt University | University of Technology, Sydney
Published: Canberra : Australia. Dept of Education and Training (DET) : 2019
ISBN: 9781760516796 (PDF)
<b>ISBN:</b> 9781760516802 (DOCX) | 9781760516819 (print ed)<br />Abstract: The project focuses on collaboratively constructing and using assessment resources designed in partnership between teachers and students in higher education contexts. Traditionally, the early stages of assessment design were the domain of teachers. In recent years, many educators and researchers have called for increased levels of involvement by students during the development of assessment criteria, instructions and rubrics. By engaging students to work collaboratively with their university teachers to prepare and create assessment guidelines and rubrics, there is a greater potential for students to take ownership of and be accountable for their own learning outcomes. The aim of the project was to investigate the innovative and collaborative use of assessment rubrics, in partnership between students and academic staff, in order to develop a model of collaborative rubric practice that is applicable in higher education contexts. The context of the project was important as it was conducted across six cohorts of undergraduate students and their university teachers from five different disciplines in three higher education institutions. The varied contexts provided a range of settings, each of which represented multiple cases to explore across multiple sites. A mixture of different degree year levels was also represented. The project approach adopted a four-phase design across a two-year period. Employment of the project's methodology began in Phase 1 with team organisation, establishing project boundaries, scope and aims, and the construction of data gathering instruments required for Phase 2. Phase 2 employed the Delphi technique to establish the characteristics of effective rubric design, informed by a comprehensive literature review and advice provided by members of an expert panel. The outcome of Phase 2 was an instrument, the Effective Rubric Characteristics Inventory (ERCI) that guided the subsequent rubric co-construction processes followed by six cohorts. Also during Phase 2, a multiple case-study approach was adopted in which six cohorts of students at three institutions worked with their lecturers to co-construct a rubric that they would use in the following or same semester. The lecturers and students in each cohort were guided by a protocol including the ERCI and a set of recommendations for practice to enact when co-constructing assessment rubrics. In Phase 3, the six cohorts of students and their lecturers at three institutions used their co-constructed projects, guided by another set of protocols of practice. Data about the lecturers' and students' perceptions of these processes were gathered during Phases 2 and 3. Finally, in Phase 4, a model for rubric co-construction and use was designed. The Model for Collaborative Rubric Construction and Use is housed in the project's website which will be disseminated through workshops for members of the Australian higher education sector. [Executive summary, ed]
URL (open access) : https://ltr.edu.au/resources/ID16-5374_NorthcoteandWilliams_FinalReport_2019.pdf
Record No: 365921 from LTR
Title: Owning the Rubric : student engagement in rubric design and use : final report.
Author(s): Northcote, Maria | Williams, Anthony | Christian, Bev | Jackson, Wendy | Joseph, Sue | Kilgour, Andrew | Kilgour, Peter | Morton, Jason | Rickett, Carolyn | Seddon, John | Australia. Dept of Education and Training (DET) | Avondale College of Higher Education | Charles Sturt University | University of Technology, Sydney
Published: Canberra : Australia. Dept of Education and Training (DET) : 2019
ISBN: 9781760516796 (PDF)
<b>ISBN:</b> 9781760516802 (DOCX) | 9781760516819 (print ed)<br />Abstract: The project focuses on collaboratively constructing and using assessment resources designed in partnership between teachers and students in higher education contexts. Traditionally, the early stages of assessment design were the domain of teachers. In recent years, many educators and researchers have called for increased levels of involvement by students during the development of assessment criteria, instructions and rubrics. By engaging students to work collaboratively with their university teachers to prepare and create assessment guidelines and rubrics, there is a greater potential for students to take ownership of and be accountable for their own learning outcomes. The aim of the project was to investigate the innovative and collaborative use of assessment rubrics, in partnership between students and academic staff, in order to develop a model of collaborative rubric practice that is applicable in higher education contexts. The context of the project was important as it was conducted across six cohorts of undergraduate students and their university teachers from five different disciplines in three higher education institutions. The varied contexts provided a range of settings, each of which represented multiple cases to explore across multiple sites. A mixture of different degree year levels was also represented. The project approach adopted a four-phase design across a two-year period. Employment of the project's methodology began in Phase 1 with team organisation, establishing project boundaries, scope and aims, and the construction of data gathering instruments required for Phase 2. Phase 2 employed the Delphi technique to establish the characteristics of effective rubric design, informed by a comprehensive literature review and advice provided by members of an expert panel. The outcome of Phase 2 was an instrument, the Effective Rubric Characteristics Inventory (ERCI) that guided the subsequent rubric co-construction processes followed by six cohorts. Also during Phase 2, a multiple case-study approach was adopted in which six cohorts of students at three institutions worked with their lecturers to co-construct a rubric that they would use in the following or same semester. The lecturers and students in each cohort were guided by a protocol including the ERCI and a set of recommendations for practice to enact when co-constructing assessment rubrics. In Phase 3, the six cohorts of students and their lecturers at three institutions used their co-constructed projects, guided by another set of protocols of practice. Data about the lecturers' and students' perceptions of these processes were gathered during Phases 2 and 3. Finally, in Phase 4, a model for rubric co-construction and use was designed. The Model for Collaborative Rubric Construction and Use is housed in the project's website which will be disseminated through workshops for members of the Australian higher education sector. [Executive summary, ed]
URL (open access) : https://ltr.edu.au/resources/ID16-5374_NorthcoteandWilliams_AchievementsStatement_2019.pdf
Record No: 365921 from LTR
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| Contract cheating and assessment design : exploring the connection : final report. Lead Institution: University of South Australia
| 2019 |
|
Add
Title: Contract cheating and assessment design : exploring the connection : final report.
Author(s): Bretag, Tracey | Harper, Rowena | Ellis, Cath | van Haeringen, Karen | Newton, Phil | Rozenberg, Pearl | Saddiqui, Sonia | Australia. Dept of Education and Training (DET) | Griffith University | Swansea University | University of New South Wales | University of South Australia | University of Sydney
Published: Canberra : Australia. Dept of Education and Training (DET) : 2019
ISBN: 9781760516857 (PDF)
<b>ISBN:</b> 9781760516864 (DOCX) | 9781760516871 (print ed)<br />Abstract: A series of media scandals in 2015 generated significant public concern about 'contract cheating' in Australian higher education. Contract cheating was first described by Clarke and Lancaster in 2006, who identified that students in information technology programs in the United Kingdom were using an industry freelancing platform, RentACoder, to employ professionals to complete their assignments. As awareness of the issue has grown, contract cheating has been identified in all discipline areas. The term is now understood to describe a range of 'outsourcing' behaviours in which students arrange for a third party (paid or unpaid) to complete their assessed work. This is how contract cheating was defined in this project. To support higher education providers respond to the challenge of contract cheating, the Australian Government Office for Learning and Teaching commissioned a Strategic Priority Project to explore the potential relationship between authentic assessment and academic integrity. Assessment design had been widely promoted as a solution to contract cheating by educational commentators and researchers, yet no evidence for its efficacy existed. The project also recognised that minimal data existed about the scale of the problem in Australia. This project therefore aimed to explore how approaches to authentic assessment might be used as part of an institutional strategy for minimising contract cheating. The project's five research questions are listed below, along with the key findings. The project gathered what is believed to be the largest and most comprehensive dataset on contract cheating in the world to date. Parallel staff and student surveys were conducted at eight universities and four nonuniversity higher education providers (NUHEP), with responses received from over 15,000 students and 1200 staff. A large dataset of assignment purchase orders posted by students to multiple online cheat sites showed the types of assessment commonly contracted out to third parties. Additionally, data from two universities' longitudinal academic integrity databases showed the assessment items in which purchased assignments had been detected. [Executive summary, ed]
URL (open access) : https://ltr.edu.au/resources/SP16-5383_BretagandHarper_FinalReport_2019.pdf
Record No: 365916 from LTR
Title: Contract cheating and assessment design : exploring the connection : final report.
Author(s): Bretag, Tracey | Harper, Rowena | Ellis, Cath | van Haeringen, Karen | Newton, Phil | Rozenberg, Pearl | Saddiqui, Sonia | Australia. Dept of Education and Training (DET) | Griffith University | Swansea University | University of New South Wales | University of South Australia | University of Sydney
Published: Canberra : Australia. Dept of Education and Training (DET) : 2019
ISBN: 9781760516857 (PDF)
<b>ISBN:</b> 9781760516864 (DOCX) | 9781760516871 (print ed)<br />Abstract: A series of media scandals in 2015 generated significant public concern about 'contract cheating' in Australian higher education. Contract cheating was first described by Clarke and Lancaster in 2006, who identified that students in information technology programs in the United Kingdom were using an industry freelancing platform, RentACoder, to employ professionals to complete their assignments. As awareness of the issue has grown, contract cheating has been identified in all discipline areas. The term is now understood to describe a range of 'outsourcing' behaviours in which students arrange for a third party (paid or unpaid) to complete their assessed work. This is how contract cheating was defined in this project. To support higher education providers respond to the challenge of contract cheating, the Australian Government Office for Learning and Teaching commissioned a Strategic Priority Project to explore the potential relationship between authentic assessment and academic integrity. Assessment design had been widely promoted as a solution to contract cheating by educational commentators and researchers, yet no evidence for its efficacy existed. The project also recognised that minimal data existed about the scale of the problem in Australia. This project therefore aimed to explore how approaches to authentic assessment might be used as part of an institutional strategy for minimising contract cheating. The project's five research questions are listed below, along with the key findings. The project gathered what is believed to be the largest and most comprehensive dataset on contract cheating in the world to date. Parallel staff and student surveys were conducted at eight universities and four nonuniversity higher education providers (NUHEP), with responses received from over 15,000 students and 1200 staff. A large dataset of assignment purchase orders posted by students to multiple online cheat sites showed the types of assessment commonly contracted out to third parties. Additionally, data from two universities' longitudinal academic integrity databases showed the assessment items in which purchased assignments had been detected. [Executive summary, ed]
URL (open access) : https://ltr.edu.au/resources/SP16-5383_BretagandHarper_AchievementStatement_2019.pdf
Record No: 365916 from LTR
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| Feedback for learning : closing the assessment loop : final report. Lead Institution: Monash University
| 2018 |
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Add
Title: Feedback for learning : closing the assessment loop : final report.
Author(s): Boud, David | Dawson, Phillip | Henderson, Michael | Mahoney, Paige | Molloy, Elizabeth | Phillips, Michael | Ryan, Tracii | Australia. Dept of Education and Training (DET) | Deakin University | Monash University | University of Melbourne
Published: Canberra : Australia. Dept of Education and Training (DET) : 2018
ISBN: 9781760514426 (PDF) |9781760514433 (DOCX)
<b>ISBN:</b> 9781760514440 (print ed)<br />Abstract: Assessment feedback for learning is the lynchpin to students' effective decision-making and the basis of improved learning outcomes. However, feedback is underutilised and often misunderstood by both students and educators. Although there exists a surfeit of models, frameworks, principles and strategies in the extensive literature exploring feedback for learning, no single feedback strategy or model has been shown to work across all contexts. In response, this project set out to identify examples of successful feedback practices and, importantly, to investigate the underlying conditions and contextual factors that make them successful. This project aimed to improve student, educator and institutional capacities to design, stimulate and leverage assessment feedback. To support this goal, the project delivered empirically based resources of feedback designs and conditions to guide educators, academic developers and instructional designers, as well as institutional policy. The project involved four phases of activity. Across the 18 months of the project, almost 6000 students and educators participated in surveys, focus groups, interviews, workshops and webinars. [Executive summary, ed]
URL (open access) : https://ltr.edu.au/resources/ID16-5366_Henderson_Report_2018.pdf
Record No: 365885 from LTR
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| Guiding assessment for learning in Indigenous health at level 9 of the Australian Qualifications Framework : final report. Lead Institution: University of Melbourne
| 2018 |
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Title: Guiding assessment for learning in Indigenous health at level 9 of the Australian Qualifications Framework : final report.
Author(s): Delany, Clare | Ewen, Shaun | Australia. Dept of Education and Training (DET) | Flinders University | University of Auckland | University of Melbourne | University of Queensland | University of Sydney
Published: Canberra : Australia. Dept of Education and Training (DET) : January 2018
ISBN: 9781760513986 (PDF) |9781760513993 (DOCX)
<b>ISBN:</b> 9781760514006 (print ed)<br />Abstract: This project, 'Guiding Assessment for Learning in Indigenous Health' involved an investigation (using qualitative research methods) of assessment approaches used by academics involved in teaching Indigenous health at the Master's degree level across Australia and in New Zealand. This data was then used to compare current assessment and teaching practices with educational theory and learning goals stipulated by the Australian Qualification Framework (AQF) at Master's level learning. The key project deliverable was a practical teaching resource; A capability approach to assessment for Indigenous health education, to inform and guide effective assessment for learning in Indigenous health (Delany, et al., 2017b). Interview data showed that academics wanted to transform students' perspectives of their role from knowing about Indigenous health as a component of basic health education content, to developing skills to critically and creatively provide health care relevant to the needs and strengths of Indigenous people. In contrast to these complex learning goals, assessment tasks focused on synthesising information about specific historical and sociocultural factors contributing to the health of Indigenous people. The majority of assessment tasks had defined and pre-set parameters leaving relatively little room for students to identify, critique and build on their own understanding and perspectives. This had the effect of rendering the complexity of academics' desired learning goals invisible to students. Participants described a range of factors which either inhibited or assisted them in their role to introduce Indigenous health content in health professional programs. Within the classroom, these included student resistance to Indigenous health content especially if they did not see its' relevance to their future work. Many described feeling uncertain about their expertise to teach Indigenous health (especially if they were not Indigenous themselves). Academics who were Indigenous spoke of feeling responsible for appropriately representing Indigenous knowledge and beliefs. All participants spoke about the importance of having institutional support for this aspect of health program curricula. If students were to take it seriously, it needed to be explicitly valued and meaningfully assessed. [Executive summary, ed]
URL (open access) : https://ltr.edu.au/resources/ID14-3976_Delany_Report_2018.pdf
Record No: 365880 from LTR
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| Assessing the assessments: evidencing and benchmarking student learning outcomes in chemistry : final report. Lead Institution: University of Sydney
| 2018 |
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Title: Assessing the assessments: evidencing and benchmarking student learning outcomes in chemistry : final report.
Author(s): Schmid, Siegbert | O'Brien, Glennys | Pyke, Simon | Priest, Samuel | Schultz, Madeleine | Southam, Daniel | Bridgeman, Adam | Lawrie, Gwen | Bedford, Simon | Lim, Kieran | Jamie, Ian | Australia. Office for Learning and Teaching
Published: Canberra : Office for Learning and Teaching : 2018
ISBN: 9781760513672 (PDF) |9781760513689 (DOCX)
<b>ISBN:</b> 9781760513696 (print ed)<br />Abstract: Final report from a project that developed a tool that enables academic staff to evaluate the fitness for purpose of their assessment tasks. This was important because measurement of the capacity of a task to allow students to prove their achievement of threshold learning outcomes is critical within the new Australian tertiary education regulatory framework. The process of building this tool involved many stages of testing against sets of assessment tasks, individual and group reflection and discussions, refinement of the tool to combat observed problems with its application, further testing with other assessment tasks and further refinement. The final tool is sophisticated and can be applied to evaluate any assessment task against any desired learning outcome. During the process, the project team experienced a transformation in understanding of how assessment can and should operate, and this is an important outcome of the project.
URL (open access) : https://ltr.edu.au/resources/ID14-3652_Schmid_Final%20Report_2018.pdf
Record No: 365859 from LTR
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| Strengthening the evidence base for graduate communication skills : final report. Lead Institution: University of Melbourne
| 2018 |
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Add
Title: Strengthening the evidence base for graduate communication skills : final report.
Author(s): Arkoudis, Sophie | Harris, Anne | Guillemin, Marilys | Nayor, Ryan | Kelly, Paula | Oliver, Ron | Hunter, Kerry | Griffiths, Neela | McKenzie, Jo | Lynch, Andrea | Australia. Office for Learning and Teaching
Published: Sydney : Office for Learning and Teaching : 2018
ISBN: 9781760513733 (PDF) |9781760513740 (DOCX)
<b>ISBN:</b> 9781760513757 (print ed)<br />Abstract: Final report from a project that focused on university graduates' communication skills. The project team created the Distributed Expertise Model, which aims to assist universities in developing, assessing and demonstrating graduates' communication skills. The model, based on a whole-of-program approach, utilises current expertise already available in universities and identifies high impact practices for student learning. Research explored these questions: How do deputy vice-chancellors (academic and/or learning and teaching) and program leaders know that their graduates have attained threshold oral and written communication skills? Within programs, what takes place as part of the curriculum design to assure communication skills are developed and assessed across a student's course? What are the practices that have high impact? How is the impact on student learning evaluated? How scalable are the practices? How can institutions demonstrate to external stakeholders that their graduates have achieved the communication skills for further study or employment?
URL (open access) : https://ltr.edu.au/resources/SP14-4612_ArkoudisHarris_FinalReport_2018.pdf
Record No: 365870 from LTR
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| Assessment frameworks and teaching modules that promote student learning in immersive short-term international study experiences : final report. Lead Institution: Queensland University of Technology
| 2017 |
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Add
Title: Assessment frameworks and teaching modules that promote student learning in immersive short-term international study experiences : final report.
Author(s): Cushing, Debra | Pennings, Mark | Dyson, Clare | Gomez, Rafael | Willox, Annabelle | Australia. Dept of Education and Training (DET)
Published: Canberra : Dept of Education and Training Australia : 2017
ISBN: 9781760513764 (PDF) |9781760513771 (DOCX)
<b>ISBN:</b> 9781760513788 (print ed)<br />Abstract: Final report from a project that developed new forms of assessment that could improve the quality of university student learning in international short-term study tours. Researchers wanted to maximise the benefits for students in this immersive study context to enhance their learning and provide them with skills that could improve their opportunities of securing a career in the competitive workplace. The project encouraged reflective pedagogy to ensure student education during outbound international short-term study experiences, especially in relation to intangible learning outcomes. Data collected informed the development of intangible learning modules as a form of assessment to enhance learning experiences and assist students to develop discipline-related knowledge and personal qualities that will prepare them for employment.
URL (open access) : https://ltr.edu.au/resources/SD15-5193_Cushing_Pennings_Report_2018.pdf
Record No: 365869 from LTR
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| Multiple measures : benchmarking quality assessment tasks to facilitate interdisciplinary learning in the creative arts and humanities : final report. Lead Institution: Monash University
| 2017 |
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Title: Multiple measures : benchmarking quality assessment tasks to facilitate interdisciplinary learning in the creative arts and humanities : final report.
Author(s): Tregloan, Kate | Wise, Kit | Forsyth, Graham | Baker, Su | Symons, Debbie | Australia. Dept of Education and Training (DET)
Published: Canberra : Dept of Education and Training : 2017
ISBN: 9781760513450 (PDF) |9781760513467 (DOCX)
<b>ISBN:</b> 9781760513474 (print ed)<br />Abstract: Final report from a project that was focused on an interdisciplinary approach to creative arts and humanities education in universities. The project: identified the objectives and core value of interdisciplinary (ID) learning by reviewing current activities and ambitions in this area; contributed to a shared understanding of ID assessment standards (national + international relevance); improved the equitable comparison of ID assessment across higher education institutions; enhanced the ability of individual teaching staff to develop criteria for ID assessment tasks, articulated these criteria to students, and graded student work according to clearly identified and constructively aligned external points of reference; and provided resources to enhance training of teaching staff, by including attention to grading of student work and provision of guidance and feedback consistent with intended learning outcomes.
URL (open access) : https://ltr.edu.au/resources/ID14-3909_Monash_Tregloan_Final%20report_2017.pdf
Record No: 365860 from LTR
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| Enabling competence in prescribing medicines across multiple healthcare disciplines through systematic assessment practices : final report. Lead Institution: Queensland University of Technology
| 2017 |
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Title: Enabling competence in prescribing medicines across multiple healthcare disciplines through systematic assessment practices : final report.
Author(s): Nissen, Lisa | Cardiff, Lynda | Clifford, Rhonda | Glass, Beverley | McAllister, Lindy | Ryan, Yoni | Sheepway, Lyndal | Australia. Dept of Education and Training (DET)
Published: Canberra : Australia, Dept of Education and Training : 2017
ISBN: 9781760513108 (PDF) |9781760513115 (DOCX)
<b>ISBN:</b> 9781760513122 (print ed)<br />Abstract: This is the final report from a project that was focused on the development of student prescribing competence in multiple health disciplines. Prescribing is a complex task, requiring specific knowledge and skills, combined with effective, context-specific clinical reasoning. For both established and emerging professions with prescribing rights, there is a clear need to ensure graduates have well defined prescribing skills, to enable competent prescribing. Essential to this outcome is the application of comprehensive, evidence-based assessment methods that effectively assess these skills. This project investigated existing strategies employed to assess prescribing competency and developed and evaluated a consensus driven, evidence-based toolkit to guide assessment processes.
URL (open access) : https://ltr.edu.au/resources/ID14-3766_QUT_Nissen_Final%20Report_2017.pdf
Record No: 365582 from LTR
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| Guiding assessment for learning in Indigenous health at level 9 of the Australian Qualifications Framework : a capability approach to assessment for Indigenous health education. Lead Institution: The University of Melbourne
| 2017 |
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Title: Guiding assessment for learning in Indigenous health at level 9 of the Australian Qualifications Framework : a capability approach to assessment for Indigenous health education.
Author(s): Delany, Clare | Ewen, Shaun | Doughney, Lachlan | Bandler, Lilon | Harms, Louise | Remedios, Louisa | Nicholson, Patricia | Andrews, Shawana | Kosta, Lauren | McCullough, Michael | Edmondson, Wendy | Reid, Papaarangi | Australia. Dept of Education and Training (DET)
Published: Canberra : Australia, Dept of Education and Training : 2017
ISBN: 9781760511265 (PDF) |9781760511272 (DOCX)
<b>ISBN:</b> 97817600511258 (print ed)<br />Abstract: There is a worldwide move towards specifying learning outcomes to achieve higher education learning standards. The Australian Qualifications Framework (AQF) is an example of this trend. Educators have autonomy to design curricula and develop assessment tasks, however they require a sophisticated understanding of their own role and beliefs in relation to student learning and to their teaching and assessment practices. This resource on assessment for Indigenous health education is the outcome of a two year project examining practices of teaching and assessment in the specific area of Indigenous Health education for health professional students.
URL (open access) : https://ltr.edu.au/resources/ID14-3976_MELB_Delany_Capability_Approach_Resource_document_to_Final_Report_2017.pdf
Record No: 365576 from LTR
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| Theory and practice : Indigenous health assessment at Australian Qualifications Framework Level 9. Lead Institution: The University of Melbourne
| 2017 |
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Title: Theory and practice : Indigenous health assessment at Australian Qualifications Framework Level 9.
Author(s): Delany, Clare | Ewen, Shaun | Doughney, Lachlan | Bandler, Lilon | Harms, Louise | Remedios, Louisa | Nicholson, Patricia | Andrews, Shawana | Kosta, Lauren | McCullough, Michael | Edmondson, Wendy | Reid, Papaarangi | Australia. Office for Learning and Teaching
Published: Sydney : Office for Learning and Teaching : 2017
ISBN: 9781760287740 (PDF) |9781760287757 (DOCX)
<b>ISBN:</b> 9781760287733 (print ed)<br />Abstract: There is a worldwide move towards specifying learning outcomes to achieve higher education learning standards. The Australian Qualifications Framework (AQF) is an example of this trend. Educators have autonomy to design curricula and develop assessment tasks, however they require a sophisticated understanding of their own role and beliefs in relation to student learning and to their teaching and assessment practices. This report is one of the key outcomes of an Australian Government Office for Learning and Teaching (OLT) funded project, Assessment for learning in Indigenous health. The project aimed to (1) investigate assessment approaches used by academics involved in teaching Indigenous health at the Master's degree level; (2) compare current assessment and teaching practices with educational theory and with learning goals stipulated by the Australian Qualification Framework (AQF) at Master's level learning; and (3) develop practical teaching resources to inform and guide effective assessment for learning in Indigenous health. This report provides a summary of the results in relation to the first two goals.
URL (open access) : https://ltr.edu.au/resources/ID14-3976_Melbourne_Delany_Theory%20and%20Practice%20report_2016_0.pdf
Record No: 365145 from LTR
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| 21C credentials : final report 2016 of OLT strategic priority project : curate, credential and carry forward digital learning evidence. Lead Institution: Deakin University
| 2016 |
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Title: 21C credentials : final report 2016 of OLT strategic priority project : curate, credential and carry forward digital learning evidence.
Author(s): Oliver, Beverley | Australia. Office for Learning and Teaching | Deakin University | Curtin University
Published: Canberra : Office for Learning and Teaching : 2016
ISBN: 9781760289386 (print ed)
<b>ISBN:</b> 9781760289393 (PDF) | 9781760289409 (DOCX)<br />Abstract: This project proposed to connect Australian higher education providers with national and international networks of innovators and scholars in emerging practices in digital curation and credentialling - that is, conferring macro and micro credentials based on evidence of learning richer than codified marks, grades and credits. This two-year project proposed to deliver five outcomes: (1) connect Australian higher education providers with national and international networks of innovators and scholars in digital curation and credentialling of rich learning evidence, and its portability across educational sectors; (2) research and publish analysis and commentary on the implications for emerging business models in compliance with higher education standards and regulatory frameworks; and student, employer and provider insights into the practical usefulness, usability and portability of emerging micro credentials; (3) provide advice, in the form of case studies and a good practice guide to inform implementation; (4) offer professional development for higher education practitioners through curation and credentialling of their own learning evidence; and (5) host a national forum, with webcast access for all Australian providers, inviting high profile international and national thought-leaders to share their experiences and reflections on the implications of curating, credentialling and carrying forward evidence of learning. This report details the key achievements of the five intended outcomes. [VOCED]
URL (open access) : https://ltr.edu.au/resources/SP13_3236_Oliver_Report_2016_0.pdf
Record No: 365847 from LTR
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| Developing a Global Health Assessment Collaboration : Ancillary Report. Lead Institution: Macquarie University
| 2016 |
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Title: Developing a Global Health Assessment Collaboration : Ancillary Report.
Author(s): Edwards, Daniel | Pearce, Jacob | Wilkinson, David | Australia. Office for Learning and Teaching | Macquarie University | Australian Council for Educational Research (ACER)
Published: Canberra : Australia. Office for Learning and Teaching : 2016
Abstract: This document reports on a project designed to develop an assessment collaboration between medical schools in both Australia and the United Kingdom. The project was funded by the Office for Learning and Teaching (OLT), utilising surplus funding from a broader assessment collaboration project – the Australian Medical Assessment Collaboration (OLT ID12-2482). The Global Health Assessment Collaboration (GHAC) involved five universities in Australia and the United Kingdom (UK). It developed an assessment framework and item specifications, undertook assessment item drafting workshops, built in a process of review and resulted in the development of a focused suite of assessment items. This report provides an overview of the processes undertaken in developing this collaboration. It supplements the other main output of the work, an Assessment Framework for Global Health.
URL (open access) : https://ltr.edu.au/resources/ID12_2482_Wilkinson_Ancillary_report_2016.pdf
Record No: 365828 from LTR
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| What works and why? Understanding successful technology enabled learning within institutional contexts : final report : Part B. Lead Institution: Monash University
| 2016 |
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Title: What works and why? Understanding successful technology enabled learning within institutional contexts : final report : Part B.
Author(s): Selwyn, Neil | Henderson, Michael | Finger, Glenn | Larkin, Kevin | Smart, Vicky | Chao, Shu-Hua | Allan, Garry | Aston, Rachael | Edlund, Geoffrey | Lynch, Grace | Australia. Office for Learning and Teaching
Published: Sydney : Office for Learning and Teaching : 2016
ISBN: 9781760286392 (PDF) |9781760286408 (DOCX)
<b>ISBN:</b> 9781760286385 (print ed)<br />Abstract: Appendices from the final report from a project that researched digital technology products, processes and practices that can be realistically developed across the Australian university sector to enhance student learning and the student experience of higher education. The project involved in-depth analysis of three Australian universities - using surveys, interviews and case-studies of ''promising practices' to identify and evaluate proven uses of technology for student outcomes. The appendices include ten case studies.
URL (open access) : https://ltr.edu.au/resources/SP13_3243_Selwyn_appendices_2016.pdf
Record No: 365742 from LTR
Title: What works and why? Understanding successful technology enabled learning within institutional contexts : final report : Part B.
Author(s): Selwyn, Neil | Henderson, Michael | Finger, Glenn | Larkin, Kevin | Smart, Vicky | Chao, Shu-Hua | Allan, Garry | Aston, Rachael | Edlund, Geoffrey | Lynch, Grace | Australia. Office for Learning and Teaching
Published: Sydney : Office for Learning and Teaching : 2016
ISBN: 9781760286392 (PDF) |9781760286408 (DOCX)
<b>ISBN:</b> 9781760286385 (print ed)<br />Abstract: Appendices from the final report from a project that researched digital technology products, processes and practices that can be realistically developed across the Australian university sector to enhance student learning and the student experience of higher education. The project involved in-depth analysis of three Australian universities - using surveys, interviews and case-studies of ''promising practices' to identify and evaluate proven uses of technology for student outcomes. The appendices include ten case studies.
URL (open access) : https://ltr.edu.au/resources/SP13_3243_Selwyn_appendices_2016.doc
Record No: 365742 from LTR
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| Better 21C credentials : evaluating the promise, perils and disruptive potential of digital credentials. Lead Institution: Deakin University
| 2016 |
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Title: Better 21C credentials : evaluating the promise, perils and disruptive potential of digital credentials.
Author(s): Oliver, Beverley | Australia. Office for Learning and Teaching | Deakin University | Curtin University
Published: Canberra : Office for Learning and Teaching : 2016
ISBN: 9780730000532 web ed)
<b>ISBN:</b> 9780730000549 (print ed)<br />Abstract: Resource produced from a project that proposed to connect Australian higher education providers with national and international networks of innovators and scholars in emerging practices in digital curation and credentialling - that is, conferring macro and micro credentials based on evidence of learning richer than codified marks, grades and credits. The paper analyses 19 case studies.
URL (open access) : https://ltr.edu.au/resources/SP13_3236_Oliver_Case%20Studies_2016.pdf
Record No: 365528 from LTR
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| Quality in Australian outbound student mobility programs : establishing good practice guidelines for international work-integrated-learning in health sciences : final report. Lead Institution: Curtin University
| 2016 |
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Title: Quality in Australian outbound student mobility programs : establishing good practice guidelines for international work-integrated-learning in health sciences : final report.
Author(s): Tan, B-K | Flacell, Helen | Jodran, Joanne | Ferns, Sonia | Australia. Office for Learning and Teaching
Published: Canberra : Australia. Office for Learning and Teaching : 2016
ISBN: 9781760285340 (PDF)
Abstract: International fieldwork is accepted as a subset of work-integrated-learning (WIL), which supports students to achieve work-readiness and develop graduate attributes that employers, students and universities desire. These include the development of cultural capability (4-6), key discipline skills in real-world contexts (7-9) and employability skills (10, 11). International fieldwork experiences are considered essential for students to be competitive in the global workforce (12). The value placed on international fieldwork is reflected by the growing trend towards outbound mobility experiences across Australian universities (1, 13). It has also been recognised by the Australian Government with the $100 million New Colombo Plan initiative supporting Australian undergraduate students to study and undertake internships in the Indo Pacific region (14). These trends suggest that there is a need to understand the academic standards required to ensure quality international fieldwork learning experiences, particularly in light of the high costs associated with outbound mobility. At the time of this report, no systematic research had been published on quality processes for Australian international fieldwork in health. Such research is essential to ensure high quality learning experiences for students and appropriate engagement with the communities in which they take place. The aim is to establish academic standards for international fieldwork within health science disciplines, focusing on preparation requirements, the level and model of supervision to monitor fieldwork and assessment criteria to ensure excellent student learning outcomes. [Executive summary, ed]
URL (open access) : https://ltr.edu.au/resources/SD14_3758_Tan_Report_2016.pdf
URL (archived) : http://nla.gov.au/nla.arc-133238-20160508-0001-www.olt.gov.au/system/files/resources/SD14_3758_Tan_Report_2016.pdf
Record No: 365484 from LTR
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| Transforming Competency-Based Assessment in Nutrition and Dietetics : Final Report. Lead Institution: Monash University
| 2016 |
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Title: Transforming Competency-Based Assessment in Nutrition and Dietetics : Final Report.
Author(s): Palermo, Claire | Australia. Office for Learning and Teaching
Published: Sydney : Office for Learning and Teaching : 2016
ISBN: 9781760286781 (PDF) |9781760286798 (DOCX)
<b>ISBN:</b> 9781760286774 (print ed)<br />Abstract: Final report of a Teaching Fellowship at Monash University. This Fellowship program of activities aimed to transform the way competency-based assessment is viewed within the field of nutrition and dietetics. Using Monash University's Master of Dietetics program as an exemplar, it set out to design a systems-based approach to competency-based assessment. It also established a Community of Practice to support dietetics educators to work towards best-practice assessment. The Fellowship focused on conceptualising competency-based assessment as a system with programs of assessment. It defined 'best-practice assessment' as being authentic, having defined performance criteria, involving multiple and adequately skilled assessors, involving multiple methods and embedding regular effective feedback.
URL (open access) : https://ltr.edu.au/resources/Palermo_C_NTF_report_2016.pdf
Record No: 365139 from LTR
Title: Transforming Competency-Based Assessment in Nutrition and Dietetics : Final Report.
Author(s): Palermo, Claire | Australia. Office for Learning and Teaching
Published: Sydney : Office for Learning and Teaching : 2016
ISBN: 9781760286781 (PDF) |9781760286798 (DOCX)
<b>ISBN:</b> 9781760286774 (print ed)<br />Abstract: Final report of a Teaching Fellowship at Monash University. This Fellowship program of activities aimed to transform the way competency-based assessment is viewed within the field of nutrition and dietetics. Using Monash University's Master of Dietetics program as an exemplar, it set out to design a systems-based approach to competency-based assessment. It also established a Community of Practice to support dietetics educators to work towards best-practice assessment. The Fellowship focused on conceptualising competency-based assessment as a system with programs of assessment. It defined 'best-practice assessment' as being authentic, having defined performance criteria, involving multiple and adequately skilled assessors, involving multiple methods and embedding regular effective feedback.
URL (open access) : https://ltr.edu.au/resources/Palermo_C_NTF_report_2016.docx
Record No: 365139 from LTR
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| Australian outbound student mobility : quality dimensions for international fieldwork in health sciences. Lead Institution: Curtin University
| 2015 |
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Title: Australian outbound student mobility : quality dimensions for international fieldwork in health sciences.
Author(s): Tan, B-K | Flavell, Helen | Ferns, Sonia | Jordan, Joanne | Australia. Office for Learning and Teaching
Published: [Canberra] : Office for Learning and Teaching : 2015
ISBN: 9781760285159 (print ed)
<b>ISBN:</b> 9781760285166 (PDF) | 9781760285173 (MSWord)<br />Abstract: This is a guide to quality dimensions for international fieldwork for Australian tertiary health science students. It was produced as part of a program that aimed to improve student learning by identifying good practice in this field, establish academic standards for international fieldwork and support benchmarking. International fieldwork improves graduate work-readiness as well as Australia's engagement in the international arena. It can provide rich learning experiences that support the achievement of graduate capabilities. Utilising the Delphi method this project identified the minimum academic standards for student preparation, supervision and assessment in health sciences international fieldwork.
URL (open access) : https://ltr.edu.au/resources/SD14_3758_Tan_Guide_2016.pdf
Record No: 365844 from LTR
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| Capstone curriculum across disciplines : a snapshot of current practice in Australia and beyond : survey report. Lead Institution: Victoria University
| 2015 |
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Title: Capstone curriculum across disciplines : a snapshot of current practice in Australia and beyond : survey report.
Author(s): Lee, Nicolette | Loton, Daniel John | Australia. Office for Learning and Teaching
Published: Sydney : Office for Learning and Teaching : 2015
ISBN: 9781760285401 (PDF) |9781760285418 (DOCX)
<b>ISBN:</b> 9781760285395 (print ed)<br />Abstract: This report presents the results of an international survey on capstones in higher education. At the commencement of this study, anecdotal evidence and international research suggested capstones are delivered using a diverse range of curriculum approaches such as project or problem-based learning, the involvement of external industry or community partners, placements, simulations or portfolios. Length, delivery mode and assessment style and scope also vary significantly. The aim of the survey was to provide a broad empirical overview of how capstones are structured and delivered, as well as participant perceptions of factors impacting their effectiveness and the benefits and challenges they present. For the purposes of the survey, a capstone was defined very broadly as: 'a significant, culminating and assessed learning experience within a qualification, although it may also be non-credit bearing. Capstones are likely to implicitly or explicitly focus on providing students with an opportunity to integrate and apply prior learning, and to support the transition to professional life or post-graduate studies. It may be called a capstone, a final year project or dissertation, depending on the country and nature of the curriculum'.
URL (open access) : https://ltr.edu.au/resources/Lee_N_NSTF_survey_2015.pdf
URL (archived) : http://nla.gov.au/nla.arc-133238-20160508-0001-www.olt.gov.au/system/files/resources/Lee_N_NSTF_survey_2015.pdf
Record No: 365845 from LTR
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| Resource pack for the iTOFT (individual teamwork observation and feedback tool) : for learners, teachers, program organisers, interprofessional facilitators. Lead Institution: The University of Queensland
| 2015 |
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Title: Resource pack for the iTOFT (individual teamwork observation and feedback tool) : for learners, teachers, program organisers, interprofessional facilitators.
Author(s): Australia. Office for Learning and Teaching
Published: Sydney : Office for Learning and Teaching : 2015
ISBN: 9781760284022 (PDF) |9781760284039 (DOCX)
<b>ISBN:</b> 9781760284015 (print ed)<br />Abstract: Resource pack emanating from a project that addressed the nationally recognized need to develop and deliver a robust package of work-based assessment (WBA) tools for health professional students in diverse clinical settings as a means of testing their teamwork competencies and interprofessional collaboration in the workplace. Teamwork competencies are included as both graduate attributes in general and in healthcare curricula in particular but are rarely assessed. The project provided an assessment framework that not only assesses students individually as team members but also considers a team as a single entity with a view to enhancing team performance. This partnership of four Australian and one Canadian university reviewed and evaluated existing WBA tools for teamwork across the health professions and developed a framework and instruments for formative assessment that are valid, reliable, feasible and suitable for the provision of timely and constructive feedback to students.
URL (open access) : https://ltr.edu.au/resources/ID12-2193_UQ_Thistlethwaite_iTOFT_resource%20pack_2015.pdf
Record No: 365723 from LTR
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| Developing sustainable and embedded interprofessional education: threshold learning outcomes as a potential pathway : extension final report. Lead Institution: The University of Adelaide
| 2015 |
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Title: Developing sustainable and embedded interprofessional education: threshold learning outcomes as a potential pathway : extension final report.
Author(s): O'Keefe, Maree | Chick, Rebecca | Henderson, Amanda | Australia. Office for Learning and Teaching
Published: Sydney : Office for Learning and Teaching : 2015
ISBN: 9781760282165 (PDF) |9781760282172 (DOCX)
<b>ISBN:</b> 9781760282158 (print ed)<br />Abstract: This is the final report from a project which built on a previous project, Harmonising higher education and professional quality assurance processes for the assessment of learning outcomes in health, which was completed in 2013. This final project activity brought a number of diverse strands together into a much-needed set of resources for the health education sector. A review of international interprofessional learning (IPL) literature was conducted. The individual component competencies from six national and international IPL/interprofessional education (IPE) curriculum/competency frameworks were mapped against Threshold learning outcomes (TLOs) for Health, and then aggregated to create a single set of IPL competency statements. A Good Practice Checklist was also developed. A panel of invited key national stakeholders from health services, government, discipline groups, professional accreditation councils and higher education institutions attended a Round Table to review and refine these documents with consensus that both could usefully guide implementation of IPL in Australia. The competency statement describes what a graduating student from any health profession can do. Each component has been deliberately described so as to be observable and measurable through standard assessment processes.
URL (open access) : https://ltr.edu.au/resources/SP10_1856_O%27Keefee_Report_2015.pdf
Record No: 365684 from LTR
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| Good practice guide : first year English. Lead Institution: Australian Catholic University
| 2015 |
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Title: Good practice guide : first year English.
Author(s): Thomas, Theda | Allen, Pamela | Wallace, Joy | Jones, Adrian | Cole, Bronwyn | Sheridan Burns, Lynette | Lawrence, Jill | Clark, Jennifer | Bacchus, Ruth | Australia. Office for Learning and Teaching
Published: Sydney : Office for Learning and Teaching : 2015
ISBN: 9781760285753 (PDF)
<b>ISBN:</b> 9781760285746 (print ed)<br />Abstract: This good practice guide was developed as part of the OLT project "Renewing first year curricula for social sciences and humanities in the context of discipline threshold standards". The project investigated what we need to do in first year in order to prepare our students to meet the Threshold Learning Outcomes (TLOs) for the discipline by the time they graduate. Unlike the other disciplines investigated in the project, English does not yet have a set of nationally agreed and endorsed Threshold Learning Outcomes (TLOs). The TLOs used for this good practice guide were still in draft form.
URL (open access) : https://ltr.edu.au/resources/ID12-2470_ACU_Thomas_English%20-%20Good%20Practice%20Guide.pdf
Record No: 365692 from LTR
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| Good practice guide : first year geography. Lead Institution: Australian Catholic University
| 2015 |
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Title: Good practice guide : first year geography.
Author(s): Thomas, Theda | Allen, Pamela | Wallace, Joy | Jones, Adrian | Cole, Bronwyn | Sheridan Burns, Lynette | Lawrence, Jill | Clark, Jennifer | Luzia, Karina | Australia. Office for Learning and Teaching
Published: Sydney : Office for Learning and Teaching : 2015
ISBN: 9781760285784 (PDF)
<b>ISBN:</b> 9781760285777 (print ed)<br />Abstract: This good practice guide was developed as part of the OLT project "Renewing first year curricula for social sciences and humanities in the context of discipline threshold standards". The project investigated what we need to do in first year in order to prepare our students to meet the Threshold Learning Outcomes (TLOs) for the discipline by the time they graduate. The TLOs for Geography were developed through the Learning and Teaching Academic Standards (LTAS) project in 2010. Professor Iain Hay, as discipline scholar for the Arts, Social Sciences and Humanities, led the project with a Geography discipline reference group representing academics, employers and professional bodies.
URL (open access) : https://ltr.edu.au/resources/ID12-2470_ACU_Thomas_Geography%20-%20Good%20Practice%20Guide.pdf
Record No: 365688 from LTR
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| Good practice guide : first year history. Lead Institution: Australian Catholic University
| 2015 |
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Title: Good practice guide : first year history.
Author(s): Thomas, Theda | Allen, Pamela | Wallace, Joy | Jones, Adrian | Cole, Bronwyn | Sheridan Burns, Lynette | Lawrence, Jill | Clark, Jennifer | Australia. Office for Learning and Teaching
Published: Sydney : Office for Learning and Teaching : 2015
ISBN: 9781760285814 (PDF)
<b>ISBN:</b> 9781760285807 (print ed)<br />Abstract: This good practice guide was developed as part of the OLT project "Renewing first year curricula for social sciences and humanities in the context of discipline threshold standards". The project investigated what we need to do in first year in order to prepare our students to meet the Threshold Learning Outcomes (TLOs) for the discipline by the time they graduate. The TLOs for Geography were developed through the Learning and Teaching Academic Standards (LTAS) project in 2010. The TLOs for History were developed through the Learning and Teaching Academic Standards (LTAS) project in 2010. Professor Iain Hay, as discipline scholar for the Arts, Social Sciences and Humanities, led the project with a History discipline reference group representing academics, employers and professional bodies.
URL (open access) : https://ltr.edu.au/resources/ID12-2470_ACU_Thomas_History%20-%20Good%20Practice%20Guide.pdf
Record No: 365689 from LTR
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| Good practice guide : first year politics and international relations. Lead Institution: Australian Catholic University
| 2015 |
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Title: Good practice guide : first year politics and international relations.
Author(s): Thomas, Theda | Allen, Pamela | Wallace, Joy | Jones, Adrian | Cole, Bronwyn | Sheridan Burns, Lynette | Lawrence, Jill | Clark, Jennifer | Barry, Nicholas | Australia. Office for Learning and Teaching
Published: Sydney : Office for Learning and Teaching : 2015
ISBN: 9781760285845 (PDF)
<b>ISBN:</b> 9781760285838 (print ed)<br />Abstract: This good practice guide was developed as part of the OLT project "Renewing first year curricula for social sciences and humanities in the context of discipline threshold standards". The project investigated what we need to do in first year in order to prepare our students to meet the Threshold Learning Outcomes (TLOs) for the discipline by the time they graduate. The TLOs for Political Science were developed by the Australian Political Studies Association under the leadership of Professor Adrian Little and Professor Ann Capling. Consultation occurred across the academic sector and employers.
URL (open access) : https://ltr.edu.au/resources/ID12-2470_ACU_Thomas_Politics%20-%20Good%20Practice%20Guide.pdf
Record No: 365690 from LTR
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| Good practice guide : first year sociology. Lead Institution: Australian Catholic University
| 2015 |
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Title: Good practice guide : first year sociology.
Author(s): Thomas, Theda | Allen, Pamela | Wallace, Joy | Jones, Adrian | Cole, Bronwyn | Sheridan Burns, Lynette | Lawrence, Jill | Clark, Jennifer | Rechter, Sue | Australia. Office for Learning and Teaching
Published: Sydney : Office for Learning and Teaching : 2015
ISBN: 9781760285876 (PDF)
<b>ISBN:</b> 9781760285869 (print ed)<br />Abstract: This good practice guide was developed as part of the OLT project "Renewing first year curricula for social sciences and humanities in the context of discipline threshold standards". The project investigated what we need to do in first year in order to prepare our students to meet the Threshold Learning Outcomes (TLOs) for the discipline by the time they graduate. The TLOs for Sociology were developed by The Australian Sociological Association (TASA), under the leadership of Associate Professor Karen Farquharson. A discipline reference group comprising academics, employers and members of TASA developed the TLOs in consultation with sociologists and academics throughout Australia.
URL (open access) : https://ltr.edu.au/resources/ID12-2470_ACU_Thomas_Sociology%20-%20Good%20Practice%20Guide.pdf
Record No: 365691 from LTR
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| Learning outcomes : constructing a bridge between professional accreditation and higher education quality assurance requirements in health : extension report. Lead Institution: The University of Adelaide
| 2015 |
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Title: Learning outcomes : constructing a bridge between professional accreditation and higher education quality assurance requirements in health : extension report.
Author(s): O'Keefe, Maree | Henderson, Amanda | Chick, Rebecca | Jolly, Brian | McAllister, Lindy | Remedios, Louisa | Australia. Office for Learning and Teaching
Published: Sydney : Office for Learning and Teaching : 2015
ISBN: 9781760282134 (PDF) |9781760282141 (DOCX)
<b>ISBN:</b> 9781760282127 (print ed)<br />Abstract: The outcomes of the ALTC Learning and Teaching Academic Standards project reinforced the importance of ensuring ongoing alignment between threshold learning outcomes and professional accreditation standards. This is a report from an extension project which built on and disseminated outcomes from the project, Harmonising higher education and professional quality assurance processes for the assessment of learning outcomes in health, which was completed in 2013. This report documents the dissemination activities that were undertaken, outcomes achieved and consider some future directions. Project activities primarily related to the demonstration disciplines identified for the Harmonising project (dentistry, medicine, midwifery, nursing and physiotherapy).
URL (open access) : https://ltr.edu.au/resources/SP10_1856_O%27Keefe_Henderson_Report_2014.pdf
Record No: 365683 from LTR
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| Developing Academic Staff Capacity for Agile Teaching : A Quasi-Experimental Study in Implementing eMarking Workflows for Student Assessment in a Large First Year Health Sciences Unit : Final Report. Lead Institution: Curtin University
| 2015 |
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Title: Developing Academic Staff Capacity for Agile Teaching : A Quasi-Experimental Study in Implementing eMarking Workflows for Student Assessment in a Large First Year Health Sciences Unit : Final Report.
Author(s): Harris, Courtenay | Price, Connie | Flavell, Helen | Penman, Emma | Peterson, Sunila | Australia. Office for Learning and Teaching
Published: Sydney : Office for Learning and Teaching : 2015
ISBN: 9781760280895 (PDF) |9781760280901 (DOCX)
<b>ISBN:</b> 9781760280888 (print ed)<br />Abstract: The introduction of information communication technology (ICT) tools for marking and providing feedback is often touted as an innovative solution to managing the provision of quality assessment as participation in higher education increases. The implementation of ICT assessment and feedback solutions are, therefore, attractive as they promise reduced marking time, workload and administration, assist in quality assurance processes such as moderation through providing ready data in electronic form, and deliver a green alternative to paper based assessment. They are particularly attractive in units with large enrolments where adaptive approaches are required to manage student numbers and ensure meaningful feedback is provided. However, staff attitudes, beliefs, and their confidence in adopting eMarking workflows are key issues in the ICT change management process. This is the final report from a project that, through a case study of a large first year Health Sciences unit, trialled professional development aimed at influencing tutor attitudes toward ICT to increase their confidence and capacity to adopt and adapt to ICT initiatives.
URL (open access) : https://ltr.edu.au/resources/SD12_2502_Harris_Report_2015.pdf
Record No: 364871 from LTR
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| Enhancing the secondary-tertiary transition in chemistry through formative assessment and self-regulated learning environments : final report. Lead Institution: The University of Queensland
| 2015 |
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Title: Enhancing the secondary-tertiary transition in chemistry through formative assessment and self-regulated learning environments : final report.
Author(s): Lawrie, Gwen | Bailey, Chantal | Bedford, Simon | Dargaville, Tim | Micallef, Aaron | O'Brien, Clennys | Schultz, Madeleine | Tasker, Roy | Williams, Mark | Wright, Anthony | Australia. Office for Learning and Teaching
Published: Sydney : Office for Learning and Teaching : 2015
ISBN: 9781760281199 (PDF) |9781760281205 (DOCX)
<b>ISBN:</b> 9781760281182 (print ed)<br />Abstract: It is desirable to enhance student learning trajectories between their secondary and tertiary studies while simultaneously encouraging them to take responsibility for their learning early in their tertiary studies. Their preparedness for tertiary studies in their discipline can be measured using diagnostic tests and this enables standards-based benchmarking as students progress through their tertiary program. Concept inventories have been used extensively for this purpose. A more desirable goal, however, is to use the outcomes of diagnostic testing to provide students with opportunities to improve their learning through formative feedback and self-regulated learning activities. This project aimed to design and implement modular, formative learning objects, informed by the outcomes of concept inventories, to target key missing and mis-conceptions possessed by incoming students. Students were able to challenge and adjust their existing conceptions by engaging in these discrete active learning modules (hosted by existing technologies) which were administered either in class or online in large chemistry classes. This document is the final report from the project.
URL (open access) : https://ltr.edu.au/resources/ID12_2277_Lawrie_Report_%202015.pdf
Record No: 365430 from LTR
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| Plagiarism and related issues in assessments not involving text : final report. Lead Institution: The University of Newcastle
| 2015 |
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Title: Plagiarism and related issues in assessments not involving text : final report.
Author(s): Simon | Australia. Office for Learning and Teaching | University of Newcastle | Monash University | Australian National University
Published: Sydney : Office for Learning and Teaching : 2015
ISBN: 9781760280970
(print ed)
<b>ISBN:</b> 9781760280987 (PDF) | 9781760280994 (DOCX)<br />Abstract: Following an impression that the principles and practices of academic integrity might not apply uniformly across all forms of assessment, this project has investigated perceptions of academic integrity among students and academics in visual design and in computing. Interviews were conducted with academics at most Australian universities to determine what resources they use to educate students about matters of academic integrity within their particular disciplines. Focus groups were conducted with students and with academics in computing and in visual design at three Australian universities and two computing education conferences. An Australia-wide online survey drew nearly a thousand valid responses, with respondents from all of Australia's universities. [Executive summary, ed]
URL (open access) : https://ltr.edu.au/resources/SP12_2312_Simon_Report_2016.pdf
Record No: 365494 from LTR
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| Renewing first year curricula for social sciences and humanities in the context of discipline threshold standards : final report. Lead Institution: Australian Catholic University
| 2015 |
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Title: Renewing first year curricula for social sciences and humanities in the context of discipline threshold standards : final report.
Author(s): Thomas, Theda | Allen, Pamela | Wallace, Joy | Jones, Adrian | Cole, Bronwyn | Sheridan Burns, Lynette | Lawrence, Jill | Clark, Jennifer | Australia. Office for Learning and Teaching
Published: Sydney : Office for Learning and Teaching : 2015
ISBN: 9781760285722 (PDF) |9781760285739 (DOCX)
<b>ISBN:</b> 9781760285715 (print ed)<br />Abstract: Curriculum renewal in the social sciences and humanities is needed to ensure that the sector is able to meet the discipline threshold standards that TEQSA will specify. This is the final report from a project that focused on the first year for key disciplines in the social sciences and humanities and asked the question: what are the skills and capabilities that we need to develop in our first year students so that, in their final year, they can meet discipline threshold and AQF standards? To determine the answer to this question, the project worked within active national networks to use a collegial approach that engaged students and lecturers teaching in different disciplines in the first year across multiple universities. The project also collected a set of resources that provide ideas for good practice in assessment and other activities that might be used to develop and measure those skills for dissemination nationally and internationally.
URL (open access) : https://ltr.edu.au/resources/ID12-2470_ACU_Thomas_Final_Report.pdf
Record No: 365486 from LTR
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| Work-Based Assessment of Teamwork : An Interprofessional Approach : Final Report. Lead Institution: The University of Queensland
| 2015 |
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Title: Work-Based Assessment of Teamwork : An Interprofessional Approach : Final Report.
Author(s): Thistlethwaite, Jill | Dallest, Kathy | Bainbridge, Lesley | Bogossian, Fiona | Boud, David | Dunston, Roger | Drynan, Donna | Eley, Diann | Forman, Dawn | Fyfe, Sue | Moran, Monica | Roberts, Christopher | Strong, Jenny | Dickie, Robyn | Australia. Office for Learning and Teaching
Published: Sydney : Office for Learning and Teaching : 2015
ISBN: 9781760283995 (PDF) |9781760284008 (DOCX)
<b>ISBN:</b> 9781760283988 (print ed)<br />Abstract: Final report from a project that addressed the nationally recognized need to develop and deliver a robust package of work-based assessment (WBA) tools for health professional students in diverse clinical settings as a means of testing their teamwork competencies and interprofessional collaboration in the workplace. Teamwork competencies are included as both graduate attributes in general and in healthcare curricula in particular but are rarely assessed. The project provided an assessment framework that not only assesses students individually as team members but also considers a team as a single entity with a view to enhancing team performance. This partnership of four Australian and one Canadian university reviewed and evaluated existing WBA tools for teamwork across the health professions and developed a framework and instruments for formative assessment that are valid, reliable, feasible and suitable for the provision of timely and constructive feedback to students.
URL (open access) : https://ltr.edu.au/resources/ID12_2193_Thistlethwaite_report_2015_0.pdf
Record No: 365469 from LTR
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| Assuring learning and teaching standards through inter-institutional peer review and moderation : a user guide and handbook. Lead Institution: Griffith University
| 2014 |
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Title: Assuring learning and teaching standards through inter-institutional peer review and moderation : a user guide and handbook.
Author(s): Krause, Kerri-Lee | Scott, Geoff | Aubin, Kate | Alexander, Heather | Angelo, Tom | Campbell, Stuart | Carroll, Martin | Deane, Elizabeth | Nulty, Duncan | Pattison, Pip | Probert, Belinda | Sachs, Judyth | Solomonides, Ian | Vaughan, Suzi | Australia. Office for Learning and Teaching | University of Western Sydney
Published: Sydney : Australia. Office for Learning and Teaching : 2014
ISBN: 9781743613023 (PDF) |9781743613030 (DOCX)
<b>ISBN:</b> 9781743613016 (print)<br />Abstract: This User Guide and Handbook is an outcome of a project funded by the Office for Learning and Teaching (OLT) entitled 'A sector-wide model for assuring final year subject and program achievement standards through inter-university moderation'. This project addressed the Tertiary Education Quality and Standards Agency (TEQSA) imperative to demonstrate sector-level, self-regulated, robust approaches for assuring quality and standards and highlighted the role of peer review. The project tested an inter-institutional blind peer review methodology using a broad, representative range of university partners. In the approach, groups of academics teaching equivalent units of study in two partner universities undertook a blind review of both the assessment inputs (subject outlines, assessment tasks and marking criteria) and assessment outcomes (de-identified samples of assessment at different grade levels) from a partner university teaching a similar final year subject. The project developed a validated, robust approach for assuring subject achievement standards through inter-university moderation in common final year subjects across disciplines. The findings show that there is broad agreement among peer reviewers from a range of university types on disciplinary teaching and learning standards, particularly in judgements about threshold Pass/Fail grades. Other outcomes of the project include: a full report; a peer review template; a sample policy for inter-institutional peer review; guidelines for local responses to peer reviewer discrepancies; strategies for publishing selected inter-institutional peer review outcomes; and recommendations for national and institutional policy and practice. [About the project, Full Report abstract, ed]
URL (open access) : https://ltr.edu.au/resources/SP10_1843_Krause_handbook_%202014.pdf
URL (archived) : http://nla.gov.au/nla.arc-133238-20150508-0140-www.olt.gov.au/system/files/resources/SP10_1843_Krause_handbook_%202014.pdf
Record No: 365843 from LTR
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| Determining the quality of assessment items in collaborations : aspects to discuss to reach agreement. Lead Institution: Macquarie University
| 2014 |
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Title: Determining the quality of assessment items in collaborations : aspects to discuss to reach agreement.
Author(s): Schuwirth, Lambert | Pearce, Jacob | Australia. Office for Learning and Teaching | Macquarie University | Monash University | Australian Council for Educational Research (ACER) | Flinders University | University of Queensland | University of Notre Dame | University of Wollongong | University of New England | University of Newcastle | University of New South Wales | Griffith University | Deakin University | Bond University | University of Otago | University of Adelaide | University of Sydney | Australian National University
Published: [Canberra] : Australia. Office for Learning and Teaching : 2014
ISBN: 9781742862545
Abstract: The Australian Medical Assessment Collaboration (AMAC) project, funded by the Office of Learning and Teaching, seeks to provide an infrastructure and a road map to support collaboration between Australian medical schools in matters of assessment. This may not seem very new perhaps, because there are already several collaborations taking place in Australia, and, typically, they relate to joint item banks, (such as the IDEAL consortium), or joint test administration, (such as the International Foundation of Medicine tests). The AMAC project seeks to build on these existing collaborations in two ways: first, by tying these initiatives together and thus bundling the combined expertise and experiences in road maps, draft agreements and suggestions for governance structures; and, second, by combining joint examination item production and test administration into one. This should enable continuous meaningful quality comparisons between medical schools, with a view on continuous quality improvement. One contentious issue in similar collaborations concerns differences in perceptions of the quality of test material. Often there are diverse views on what makes a test item high quality or not. This disagreement in views is a serious breakdown risk for collaborations when it cannot be reconciled. Unfortunately, the determination of 'quality' is an inexact science, and the medical education literature does not provide clear-cut answers to questions concerning quality. The role of this document is therefore to provide a framework for quality to help participants make perceptions more explicit and by this, support assessment collaborations. [ACEReSearch]
URL (open access) : https://ltr.edu.au/resources/ID12_2482_Wilkinson_Resource%203_2014.pdf
URL (archived) : http://research.acer.edu.au/cgi/viewcontent.cgi?article=1044&context=higher_education
Record No: 365824 from LTR
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| Governance models for collaborations involving assessment. Lead Institution: Macquarie University
| 2014 |
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Title: Governance models for collaborations involving assessment.
Author(s): Australian Council for Educational Research (ACER)
Published: Camberwell Vic : Australian Council for Educational Research (ACER) : 2014
ISBN: 981742862569 (pdf)
Abstract: This report looks at models for collaboration and working with assessments. The assessment component of student learning has been one of the most resistant areas to adapt to the changing environment. In many areas assessment is closely tied via content and implementation to local educational settings. It has obvious security, confidentiality and privacy aspects. As the tool for evaluating individual performance, it also helps measure the quality of programs and institutions, and through this carries reputational and commercial implications. For these and other reasons, assessment would appear to be one of the final frontiers in the contemporary unbundling of higher education. As we review below, however, work is proceeding apace on various initiatives to leverage new approaches that increase quality and efficiency. While assessment is experienced mostly as a practical educational matter, it touches many facets of higher education leadership and management. Indeed, assessment goes right to the heart of important aspects of governance such as ownership, authority and power. Hence new ways of designing and managing academic work, including assessment, will almost certainly require forms of governing academic activity, power and performance. The risks of poorly designed or conducted governance, and the need to get governance right, show up in sectoral or organisational failures. After taking stock of recent developments in assessment, this paper advances a better approach to governing the collaborative assessment of higher-order outcomes. Collaboration in the area of assessment carries with it substantial risks to individual organisations as well as overarching collectives. These include fears of competition, reputational damage and security, as well as control, power and autonomy. For these reasons, the governance of a collaborative structure for assessment sharing is both a critical and problematic area. [New Era of Assessment in Higher Education, ed]
URL (open access) : https://ltr.edu.au/resources/ID12_2482_Wilkinson_Resource%201_2014.pdf
URL (archived) : https://research.acer.edu.au/cgi/viewcontent.cgi?article=1057&context=higher_education
https://web.archive.org/web/20170508021011/https://www.acer.org/files/governance-models-for-assessment-collaborations-amac-resource.pdf
Record No: 365839 from LTR
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| Implementing common assessment : lessons and models from AMAC. Lead Institution: Macquarie University
| 2014 |
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Title: Implementing common assessment : lessons and models from AMAC.
Author(s): Edwards, Daniel | Schuwirth, Lambert | Kramer, David | Australia. Office for Learning and Teaching | Australia. Office for Learning and Teaching | Macquarie University | Monash University | Australian Council for Educational Research (ACER) | Flinders University | University of Queensland | University of Notre Dame | University of Wollongong | University of New England | University of Newcastle | University of New South Wales | Griffith University | Deakin University
Published: [Canberra] : Australia. Office for Learning and Teaching : 2014
ISBN: 978142862552
Abstract: The aim of this document is to provide insight into the implementation of common assessments in higher education in order to assist in future work on conducting these kinds of projects. The discussion here draws heavily on the AMAC experience, attempting to broaden the learning from this project for use in future collaborations. The focus of this project has been on medical education, and as such, much of the detail is related to this field. However, it is hoped that the general ideas discussed here can be seen as informative for other fields and disciplines in higher education and at least provide some guidance for those considering undertaking collaborations involving common assessment. This document is focused on the practical implementation of such an initiative and intended as a reference for developing steps in the process of undertaking and administering common assessments across higher education institutions. This document examines four important facets of implementation of common assessments in higher education: models of implementation, population identification, timing of assessment and reporting. It concludes with some synthesis of these four areas. The focus of this document is the experience of developing and administering AMAC and thus the detail relates to the activities of AMAC implementation in medical schools in Australia and New Zealand. [ACEReSearch]
URL (open access) : https://ltr.edu.au/resources/ID12_2482_Wilkinson_Resource%202_2014.pdf
URL (archived) : http://research.acer.edu.au/cgi/viewcontent.cgi?article=1043&context=higher_education
Record No: 365838 from LTR
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