Resource Library

The Resource Library contains a collection of higher education learning and teaching materials flowing from projects funded by the Commonwealth of Australia including those from the Australian Learning and Teaching Council.

Results may be sorted filtered by keywords.

10 resources found for ‘diagnostic and summative assessment’.

Raising the profile of diagnostic, formative and summative e-assessments. Providing e-assessment design principles and disciplinary examples for higher education academic staff.

Geoff Crisp
The University of Adelaide
2008
The University of Adelaide
ALTC Associate Fellowship Report Download Document (6.25 MB)

Making research skill development explicit in coursework

John Willison, Kerrie Le Lievre, Irene Lee
The University of Adelaide
2010
The University of Adelaide
Macquarie, Melbourne, Monash, UniSA
Final Report Download Document (2.87 MB)

Overcoming algebraic misconceptions that inhibit students’ progress in mathematical sciences

Caroline Bardini, Robyn Pierce
The University of Melbourne
2014
The University of Melbourne
Final Report Download Document (391.63 KB)

Improving the formative and summative assessment of novice computer programmers

Raymond Lister, Angela Carbone, Michael de Raadt, Judy Kay, Paul Roe, Richard Thomas
University of Technology, Sydney
2010
University of Technology, Sydney
Monash University, Queensland University of Technology, The University of Sydney, University of Southern Queensland
Final Report Download Document (1.03 MB)

Diagnostic assessment for biological sciences – development of a concept inventory

Dr Tony Wright, Professor Susan Hamilton
The University of Queensland
2011
The University of Queensland

The project team developed a set of key concepts which underpin undergraduate students’ understanding of the molecular world, and converted these into a web-based assessment tool – the concept inventory – that tests these concepts. The inventory is intended to influence pedagogical practice and knowledge and can be used by educators from a range of disciplines. Additional resources for teachers and students are available from the website.

The appendices contain: a concept inventory designed to diagnose students’ understanding of fundamental concepts in chemistry and biology; an analysis of the key concepts underlying the inventory; a framework of ‘big conceptual ideas’ for educators developing curricula in biochemistry; and a teacher resource package.

The Australian National University, University of Natal (South Africa), University of Porto (Portugal)
Final Report Download Document (1.08 MB)
Appendices Download Document (4 MB)

Good Practice Report: Revitalising the academic workforce

Southwell, D.
Australian Learning and Teaching Council Limited
2012
Australian Learning and Teaching Council Limited

This good practice report, commissioned by the ALTC, provides a summative evaluation of useful outcomes and good practices from ALTC projects and fellowships on revitalising the academic workforce. The report contains:

  • a summative evaluation of the good practices and key outcomes for teaching and learning from completed ALTC projects and fellowships
  • a literature review of the good practices and key outcomes for teaching and learning from national and international research
  • the proposed outcomes and resources for teaching and learning which will be produced by current incomplete ALTC projects and fellowships
  • identifies areas in which further work or development are appropriate.

 

ALTC Good Practice Report Download Document (1.01 MB)

Good Practice Report: Learning and Teaching Across Cultures

Betty Leask, Jan Wallace
Australian Learning and Teaching Council Limited
2011
Australian Learning and Teaching Council Limited

This good practice report, commissioned by the ALTC, provides a summative evaluation of useful outcomes and good practices from ALTC projects and fellowships on Learning and Teaching Across Cultures. The report contains:

  • a summative evaluation of the good practices and key outcomes for teaching and learning from completed ALTC projects and fellowships
  • a literature review of the good practices and key outcomes for teaching and learning from national and international research
  • the proposed outcomes and resources for teaching and learning which will be produced by current incomplete ALTC projects and fellowships
  • identifies areas in which further work or development are appropriate.

 

Good Practice Report Download Document (623.94 KB)

Good Practice Report: Assessment of science, technology, engineering and mathematics (STEM) students

John Rice
Australian Learning and Teaching Council Limited
2011
Australian Learning and Teaching Council Limited

This good practice report, commissioned by the ALTC, provides a summative evaluation of useful outcomes and good practices from ALTC projects and fellowships on the assessment of science, technology, engineering and mathematics (STEM) students. The report contains:

  • a summative evaluation of the good practices and key outcomes for teaching and learning from completed ALTC projects and fellowships
  • a literature review of the good practices and key outcomes for teaching and learning from national and international research
  • the proposed outcomes and resources for teaching and learning which will be produced by current incomplete ALTC projects and fellowships
  • identifies areas in which further work or development are appropriate.
ALTC Good Practice Report Download Document (596.52 KB)

ReMarksPDF Editor - Final Report

Stephen Colbran
University of New England
2010
University of New England

ReMarksPDF Stage 2 further develops the ReMarks PDF and XML marking editors. Stage 2 involves development of an e-submission and assessment allocation system, tracking and mapping of learning outcomes, and business intelligence features. Further work will involve developing a dimensional data model and associated database to enable reporting using different business intelligence systems. A flexible model for mapping and tracking of learning outcomes will be created to cater for the development of learning outcomes through one or more levels, all mapped to unit teaching and assessment, whether formative or summative. The project will continue the development of enterprise level solutions to student assessment feedback.

Deakin University, Monash University, Open Universities of Australia, The University of Newcastle, University of Southern Queensland
Final Report Download Document (465.22 KB)

Development of a computer-generated digital patient for teaching and assessment in pharmacy

David Newby, Jesse Jin, Peter Summons, Rukshan Athauda, Mira Park, Jennifer Schneider, Sheree Kable, Jennifer Marriott, Gregory Duncan, Maree Simpson, Richard Xu
The University of Newcastle
2011
The University of Newcastle

The project team developed and tested a computer-generated virtual patient for pharmacy students to practise and improve their communication, diagnostic and management skills for minor illnesses.  The software developed allows interaction between the student and the simulated patient, and captures and analyses aspects of the interaction including the questions asked, the diagnosis and management chosen by the student. Feedback is provided to the student.

To obtain the software developed by the project, request a username and password from david.newby@newcastle.edu.au  and then visit http://resweb.newcastle.edu.au/VirtualPatient/private/uploads.

Charles Sturt University, Monash University
Final Report Download Document (2.25 MB)