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.

23 resources found for ‘online assessment’.

Computer aided feedback and assessment system

Martin Freney
University of South Australia
2010
University of South Australia
Final Report Download Document (2.11 MB)

Online Assessment Feedback as an Instument of Reflective Learning Practice in Human Biology

Dr Jan Meyer, Ms G Fyfe, Associate Professor Sue Fyfe, Dr M. Ziman
The University of Western Australia
2008
The University of Western Australia

The project team developed an online assessment system for the improvement of evaluation of Human Biology students’ higher level learning and skill development. The project team sought to address the challenge of teaching large classes, by developing a system which will provide a more sophisticated online dialogue with students and improved individual feedback mechanisms. The assessment system extends the aspects of Human Biology that can be assessed online (including laboratory exercises); provides analytical tools (including sets of exemplars and remedial materials); administers richer, more analytical feedback; and embeds reflective practice and self-performance assessment into the feedback component of the online assessment system. The project team have collaborated with partner institutions who have implemented the online assessment tool, in an effort to share evaluation and feedback and make improvements to the system.

CUT
Final Report 2007 Download Document (453.97 KB)

An integrated system for online clinical assessment of practical skills (eCAPS) for web-based courses

Craig Engstrom, Peter Hay, Doune Macdonald, Peter Brukner, Karim Khan
The University of Queensland
2011
The University of Queensland
The University of British Columbia (Canada), The University of Melbourne
Final Report Download Document (866.97 KB)

Learning to teach online: developing high-quality video and text resources to help educators teach online

Simon McIntyre
The University of New South Wales
2011
The University of New South Wales
Final Report Download Document (5.4 MB)

Supporting student peer assessment and review in large groupwork projects

Richard Raban, Andrew Litchfield, Keith Willey, Antoine Hermans, Steve Murray, David Davis, Heinz Dreher, Neil Harris, Katherine Wenham
University of Technology, Sydney
2009
University of Technology, Sydney

The project’s purpose is to further the educational design and dissemination of an online tool to support and facilitate self-and-peer assessment of individual contributions in large group work projects. The online tool supports group work processes through facilitating self-and-peer assessment by providing quantitative and qualitative feedback, evaluation, reflection and review opportunities.

CUT, Griffith, QUT
Final Report Download Document (684.2 KB)
TeCTRa Installation Guide v3.00.029 Download Document (389.46 KB)
TeCTRa Manual v3.00.029 Download Document (13.93 MB)
TeCTRa Architecture v3.00.029 Download Document (2.32 MB)
TeCTRa Ajax Interface Common Document for v3.00.029 Download Document (260.29 KB)
TeCTRa Ajax Interface Admin Document for v3.00.029 Download Document (405.29 KB)
TeCTRa Ajax Interface Member Document for v3.00.029 Download Document (383.61 KB)
TeCTRa Ajax Interface System Administration Document for v3.00.029 Download Document (285.15 KB)
TeCTRa Useability Survey Download Document (161.8 KB)

Assessing and improving spatial ability for design-based disciplines utilising online systems

Ken Sutton, Rebecca Allen
The University of Newcastle
2011
The University of Newcastle

An online psychometric test of spatial ability (the 3D Ability test) was developed specifically for design-based disciplines. A series of online interactive 3D learning tasks designed to improve spatial skills are also provided. The learning tasks include remediation options for poor performers and purpose-designed gender neutral activities to address the gender bias in spatial performance. The test and 3D learning tasks are available on the project website.

Final Report Download Document (1.11 MB)
Identified Spatial Tests Download Document (1.47 MB)
Challenges and Lessons Download Document (553.96 KB)
Success Factors Download Document (528.5 KB)

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)

Get Set for Success: Using online self-assessments to motivate first year engineering students to engage in and manage their learning

Lorelle Burton, David Dowling, Majella Albion
University of Technology, Sydney
2014
University of Technology, Sydney

EngCAT is an online educational resource that enables prospective engineering students to self-test their interest and motivation in engineering and make an informed choice about their career path. The EngCAT website can be used for careers advice – helping prospective students better understand their individual learning approaches, how they work in teams, and whether they have the skills and interest to pursue a career in engineering. This enhanced self-awareness will enable students to seek support where needed and better manage their learning to successfully progress through their program. EngCAT is designed to help the engineering industry attract students who have the required skill sets but may not otherwise have considered a career in engineering

The University of Newcastle, The University of Queensland, University of New England, University of Technology, Sydney
Final report Download Document (1.31 MB)

Outcomes-based planning, graduated descriptors and quality indicators for pharmacy experiential placements

Susanne Owen, Ieva Stupans, Greg Ryan, Leigh M. McKauge, Jim Woulfe
University of South Australia
2011
University of South Australia

Outcomes from the project include: seventeen experiential learning and assessment tasks published within an online central repository website, the development and trialling of a competency graduated descriptors tool, and a quality indicators framework  indicating stakeholder responsibilities and pre-placement during placement and post placement aspects.  The online repository is available at the project website.

The University of Queensland, The University of Sydney
Final Report Download Document (2.15 MB)

Assessing group work in media and communications

Dr Greg Battye, Dr Ian Hart, Dr Coralie McCormack, Dr Peter Donnan
University of Canberra
2008
University of Canberra

In Media and Communications, authentic tasks are the basis of learning through assessment. Media production in the real world is almost always a collaborative process. Hence, authentic assessment tasks require student to collaborate in groups. Collaborative group work effectively fosters both discipline-specific and generic professional attributes if carefully devised and managed. The project team identified common target areas for improvement, constructed and tested a range of practical tools and techniques for improving assessment in these areas, disseminated results and the products to the Media and Communication teaching community and are providing an online forum for on-going evolution, discussion, testing and feedback by the teaching community.

Macquarie, UNSW

The main focus of the resource is group assessment relevant to a range of disciplines, for example media, communication, creative arts and medical disciplines. It includes 13 case studies (of majors from four universities), explores key issues in relation to group assessment, and includes links to the research literature and keynotes by leading authorities in assessment. The resource is useful for academic staff designing units, courses and programs and who may be intending to incorporate group work. The case studies are useful for both design and assessment samples and for benchmarking purposes. Video is used to develop the key issues: a rationale for group assessment; creating and managing groups; group marks; peer assessment; technology; transparency; and feedback. The presence of both staff and student views and experiences in the video material imparts a particular level of credibility to the discussion of issues and principles. Keynote addresses, on policy, design, implementation, evaluation and learning, from leading authorities in assessment principles, and the practice of group and collaborative assessment, are also included. The case studies are of particular interest to course, unit and program designers as well as academic developers and planning and quality staff, while the issues are of interest to all staff grappling with collaborative or group assessment. The videos, for example those in relation to the rationale for team work, may also be of benefit to students. Users should be made aware of the login link to the forum, an issue which may detract from the website's currency. The resource recognises the competing demands on the user's time and the cognitive load requirements though an accessible design template (using three main and four supplementary links), the use of short videos, and the links to the research literature.  The user does not require prior experience, domain-specific knowledge or specific IT requirements to use the resource. The resource deals with the problematic issue of group assessment and solves key issues in a concise and user-friendly way. It is easy to read and navigate and does not need to be read in conjunction with the project report. It is a practical, easy-to-access and use website on group assessment and team work.

Enhancing the assessment of learning in Australian Higher Education: Biological Sciences

Professor Kerri-Lee Krause, Dr Kerri-Lee Harris, Ms Robin Garnett, Associate Professor Dawn Gleeson, Associate Professor Mary Peat, Dr Charlotte Taylor
The University of Melbourne
2007
The University of Melbourne

The discipline of biological science encompasses the long standing fields such as zoology, botany and anatomy, along with the more recently defined fields of biochemistry, ecology, genetics, developmental biology and others. Students often take highly general first year programs, later branching into more specialised sub fields. As the number of undergraduate students attracted to science declined steadily in the last decade, there has been a growing concern regarding the qualifications and capacity of teachers, and that of curricula to effectively prepare and enthuse young people for careers in the sciences (Harris et al., 2005). The purpose of this project was to develop and strategically disseminate resources designed to enhance the assessment of learning in the biological sciences in Australian universities. The project involved fieldwork on assessment issues, and studies of current approaches and best practice in eight Australian universities.

Sydney
Final Report Download Document (281.81 KB)

Assessing group work in media and communications

Dr Greg Battye, Dr Ian Hart, Dr Coralie McCormack, Dr Peter Donnan
University of Canberra
2008
University of Canberra

In Media and Communications, authentic tasks are the basis of learning through assessment. Media production in the real world is almost always a collaborative process. Hence, authentic assessment tasks require student to collaborate in groups. Collaborative group work effectively fosters both discipline-specific and generic professional attributes if carefully devised and managed. The project team identified common target areas for improvement, constructed and tested a range of practical tools and techniques for improving assessment in these areas, disseminated results and the products to the Media and Communication teaching community and are providing an online forum for on-going evolution, discussion, testing and feedback by the teaching community.

Macquarie, UNSW
Final Report Download Document (188.02 KB)

Experiential Placements in Pharmacy - Final Report

Dr Susanne Owen, Professor Ieva Stupans
University of South Australia
2008
University of South Australia

Outcomes from the project include: seventeen experiential learning and assessment tasks published within an online central repository website; the development and trialling of a competency graduated descriptors tool; and a quality indicators framework indicating stakeholder responsibilities and pre-placement, during placement and post placement aspects. The online repository is available at http://peld.altc.edu.au/. 

Sydney
Final Report Download Document (1.14 MB)

Experiential Placements in Pharmacy - Report Appendices

Dr Susanne Owen, Professor Ieva Stupans
University of South Australia
2008
University of South Australia

Outcomes from the project include: seventeen experiential learning and assessment tasks published within an online central repository website; the development and trialling of a competency graduated descriptors tool; and a quality indicators framework indicating stakeholder responsibilities and pre-placement, during placement and post placement aspects. The online repository is available at http://peld.altc.edu.au/. 

Sydney
Appendices Download Document (1.41 MB)

Creating accessible teaching and support for students with disabilities

Natalie Brown, Melody West, Tony Payne
University of Tasmania
2010
University of Tasmania
ACU National, Adelaide, CQU, Flinders, La Trobe, Macquarie, Melbourne, Monash, Swinburne, UB, UNSW
Final Report Download Document (6.41 MB)

Promoting learning and teaching communities

Denise Higgins
The Australian National University
2009
The Australian National University
Final Report Download Document (8.42 MB)

Building university leadership capacity in the teaching of implant dentistry to dental students and local professional communities

Nikos Matteos
Griffith University
2014
Griffith University
The University of Adelaide, The University of Sydney
Final report Download Document (2.94 MB)

IS-IT learning? Online interdisciplinary scenario-inquiry tasks for active learning in large, first year STEM courses

Lawrence Gahan, Gwen Lawrie
The University of Queensland
2011
The University of Queensland
Purdue University (USA)
Final Report Download Document (1.7 MB)
Resource Handbook Download Document (21.32 MB)

Learning in Networks of Knowledge: improving student outcomes using Web 2.0 concepts and a knowledge-networking approach

Professor Matthew Allen
Curtin University
2011
Curtin University

The Learning in Networks of Knowledge (LINK) Project explored and identified Web 2.0 applications and tools that can contributed to innovative and agile teaching and learning approaches centred on knowledge production in a networked environment.  These approaches and a wide range of Web 2.0 applications were tested within an applied research setting in the Department of Internet Studies at Curtin University.  Pedagogical challenges involved the development of authentic learning experiences and assessment tasks, while providing effective cognitive scaffolding within which learning could occur. The project website provides examples, guidance material, publications, tools and resources and should be read with the report.

Final Report Download Document (414.11 KB)

Linuxgym: A sustainable and easy-to-use automated developmental assessment tool for computer scripting skills

Dr Andrew Solomon, Professor Jenny Edwards, Dr Raymond Lister, Associate Professor Judy Kay, Dr John Shepherd
University of Technology, Sydney
2008
University of Technology, Sydney

The project focuses on the adaptation, further development and dissemination of LinuxGym, a system for improving IT students’ scripting skills through automated developmental assessment and feedback. Linuxgym will be both a desktop application and an online library of clearly categorized questions.

Final Report Download Document (667.67 KB)

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