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.

9 resources found.

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)

Assessing Students Unfamiliar with Assessment Practices in Australian Universities (Accounting)

Professor Margaret Jackson, Dr Kim Watty, Dr Lynn Yu, Lillian Lowe
RMIT University
2006
RMIT University

Over the last 15 years, the profile of students enrolled in Australian accounting programs has changed dramatically. While professional bodies based their accreditation guidelines on the requirement of equivalency of content and assessment, it is less clear how assessment undertaken by students ensures equivalency.

Final Report Download Document (570.51 KB)
Instructive Manual Download Document (337.08 KB)

The B factor project: understanding academic staff beliefs about graduate attributes

Barbara de la Harpe, Alex Radloff, Michele Scoufis, Helen Dalton, Jan Thomas, Anne Lawson, Christina David, Antonia Girardi
RMIT University
2009
RMIT University
Murdoch, UNSW
Final Report Download Document (6.35 MB)
Appendix 1: Project Methodology Download Document (2.7 MB)
Appendix 2: Staff Surveying Instrument Download Document (5.12 MB)
Appendix 3: Preliminary Survey Report Download Document (3.58 MB)
Appendix 4: Data Analysis Download Document (2.7 MB)

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)

The PHENC Project: Interactive Video Analysis to Develop Learning and Assessment of University Students' Practical and Communication Skills, Final Report; PHENC:Interactive video analysis to develop learning and assessment of university students’ practice

Beth Hands, Anne Coffey, Karen Clark-burg , Annie Das, Jean MacNish, Christina van Staden, Paul Rycroft, Donna Miller, Suzanne Jenkins, Chris Hackett, Pam Gerrard
The University of Notre Dame Australia
2009
The University of Notre Dame Australia
Final Report
Final Report Download Document (3.35 MB)

What's happening in Assessment?

Australian Learning and Teaching Council Limited
2008
Australian Learning and Teaching Council Limited
November 2008 Report Download Document (793.98 KB)

What's happening in assessment? 2009

Australian Learning and Teaching Council Limited
2010
Australian Learning and Teaching Council Limited
What's happening in Assessment? 2009 Download Document (585.93 KB)

Better Judgement: improving assessors’ management of factors affecting their judgement

Lisa Schmidt, Lambert Schuwirth
Flinders University
2013
Flinders University
Final report Download Document (283.3 KB)

Assessment Futures

David Boud
University of Technology, Sydney
2010
University of Technology, Sydney

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".