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.
6 resources found.
Student Assessment for Learning In and After Courses
The web site is a rich source of information and inspiration for those setting, designing or redesigning, assessment tasks. It indicates the purpose for the materials, making it clear that the content is relevant for experienced teachers and educational developers and that the site is not designed for those seeking an introduction to assessment. The site contains only minimal information on items such as rubrics and marking schemes. This is not a deficiency; rather it is a reinforcement of the purpose of the site which is to facilitate change in the emphasis on assessment of current learning to assessment that values self-directed, self-managed and self-evaluated learners.
The web site is organised around the key principles of engaging students, setting authentic activities, scaffolding students in designing some assessments, setting integrative tasks, fostering learning and judgement, modelling and practice, working with peers, as well as giving and receiving feedback. Each section succinctly describes a principle, provides a brief articulation of how it could be implemented and then has a link to discipline examples.
The section titled "Towards informed judgement" is a particularly useful one and worth reading. The range of discipline examples for assessment for future learning is limited because only a few teachers are engaging with this issue. There are highly relevant literature references on assessment practices for future learning attributes.
The reader should also download the well-written synthesis of where assessment practices should be heading over the coming years, "Assessment 2020: Seven propositions for assessment reform in higher education".
Zen and the Art of Transdisciplinary Postgraduate Studies
This document is one of a suite of resources from a project focused on developing appropriate evaluation quality criteria for transdisciplinary/interdisciplinary doctoral research for use by students, supervisors and others. The goal was to provide a frame that is consistent across different discipline areas, as different disciplines judge quality in different ways, but specifically addressing implications for transdisciplinary/ interdisciplinary research.
This resource provides the identified quality criteria for evaluating transdisciplinary/ interdisciplinary research theses. It provides analyses of: the nature of transdisciplinary/interdisciplinary research; difficulties associated with judging its quality; pedagogy in the area; and a literature review on the topic. It culminates in a set of criteria developed through the project and literature-based analyses. The criteria also emerge from practice and workshop discussions involving experienced transdisciplinary/interdisciplinary supervisors.
This resource is therefore an informative document on these areas for the practice of transdisciplinary/interdisciplinary research study and supervision as well as for those conducting research in the area. Readers may want to read the whole document for the coverage of issues in the field. Alternatively, for practical purposes, they can turn to the seven identified generic criteria of research quality on pages 17 and 18 and summary of interpretations for transdisciplinary/interdisciplinary research. However, the discussion of the generic quality criteria and application for transdisciplinary/interdisciplinary research provided on pages 7-16 is very readable and well-worth reading to gain understanding of the final summary.
The resource is valuable for supervisors and students engaging in transdisciplinary/interdisciplinary research. It could also be used by Thesis Examination Offices in higher education institutions in Australia and internationally in order to reflect on the appropriateness of current thesis examination procedures and criteria for transdisciplinary/interdisciplinary research examinations and identification of suitable examiners.
The title of this work shows a focus on doctoral research students and supervision. However, the materials could be modified to suit transdisciplinary/interdisciplinary research outcomes for any level of higher education, undergraduate or postgraduate.
Improving Learning and Developing Professional Judgment in Large Classes Through Collaboration and Self and Peer Assessment
Teaching Novice Computer Programmers: Bringing the Scholarly Approach to Australia
New Perspectives on Service Teaching: Tapping into the Student Experience
Inquiry-Oriented Learning in Science: Transforming Practice through Forging New Partnerships and Perspectives
goodpractice