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.
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.
Materials identified as good practice are indentified. Read more...
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9 resources found.
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".
Learning to teach online: developing high-quality video and text resources to help educators teach online
Assessing and improving spatial ability for design-based disciplines utilising online systems
Moderation for fair assessment in transnational learning and teaching
The project has documented moderation approaches that are potentially examples of good practice: structured and frequent communication, continuity in staffing to build relationships, use of marking guides, and the development of shared understandings around assessment. The TNE Assessment Moderation Toolkit, designed for involving the whole teaching team including partner organisation staff in assessment moderation practices, is available at the project website.
Curriculum Development and Assessment of Methods to Enhance Communication and Life Skills in Veterinary Students
This website provides information, links, and resources about how to teach communication and professional skills to veterinary students. The web pages offer a description of the ALTC project, the opportunity to download outputs such as a workbook, and contact information for key individuals who were involved in the project.
If you are teaching veterinary students, either as a core lecturer or someone contributing to a module on professional skills, the resources provided will be helpful. The core team, who are from three universities, make a compelling case for the value of this material to veterinary students.
It is evident that the authors have engaged someone in developing these materials who has a strong understanding of human communication and how to cultivate empathy with a client. The case studies, scenarios, role plays, and suggested discussion topics – offered in the downloadable workbook – have the ring of truth to them. Background discussion from the project report (and, to some extent, the workbook) cites relevant literature on practitioner-client communication. Also, evidence is provided documenting the impact of these learning activities on students.
If you are not teaching veterinary students and you are a lateral thinker, you could adapt the materials presented here for another discipline. I was considering how useful some of the insights provided would be for students in engineering, for example.
In initially using these materials, it would be handy to have a communication specialist looking over your shoulder. No matter how comprehensive the explanation of learning activities is, you may not ‘hit the mark’ unless you are already familiar with the style of teaching that is required and be comfortable with the issues that may arise in the guided discussions.
Note that not everything on the website will prove to be useful. The collection of materials, from workbook to conference posters, seems extensive, but it is also eclectic - a bit of a grab bag. Head straight for the Handbook for useful information. Turn to the Project Report for more in depth information on how the materials faired in tests with students.
Enhancing the assessment in the Biological Sciences
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.
Teachers need to clearly explain assessment requirements and strategies pertinent to their courses within any discipline area. This excellent resource provokes academics firstly, to reflect upon and question what current methods they use to assess students, and secondly, whether they utilise recognised, up-to-date, principles of effective assessment. For early career academics and academics reviewing the curriculum design and content of their teaching courses this resource provides extensive examples of assessment strategies written by academic staff from across Australia (and supported by students’ feedback). Examples provided can be easily downloaded in PDF format, and provide contact details for academics to network with colleagues and share innovative assessment practices. Whilst the resource is complete in itself, there is an open invitation to all academics, students and stakeholders to contribute. For example, new academic users can easily download a template and submit their own assessment method to UniServe Science to share with colleagues. This opportunity permits all users to continually update and add content and ideas to the database and disseminate content to the wider academic community that will maintain the sustainability of the resource over an extended period of time. Professional accreditation bodies and stakeholders can clearly view assessment practices and even provide direct feedback. This resource is most informative for undergraduate students studying subject areas in the biological sciences. Students gain better performances in assessments if they clearly understand why and how they are being assessed. Clear explanations of principles of assessments, the types of assessment students need to confront and, the purposes of employing these modes of assessments, provide the student with a better understanding of assessment processes. As a likely consequence, the student may more effectively achieve learning tasks and desired learning outcomes. Being very user friendly it is easy to navigate to the various components of content. Each link can be easily opened and content downloaded and the search link is effective. ‘Biological science’ is used in its broadest sense and so one wonders if biological science should be replaced by ‘life sciences’ – particularly as the content is likely to expand greatly as more users contribute.
Embedding the development and grading of generic skills across the business curriculum
This practical resource focuses on a subset of business graduate skills: team work, critical thinking, ethical practice and sustainability . Provided are comprehensive literature reviews, real work case studies, lesson plans, suggested teaching methods, and a standards of achievement framework including guides on how to create learning outcomes and assessment rubrics from the standards. All resources are housed at this website.