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.
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.
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17 resources found for ‘assessment feedback’.
Assessment 2020: Seven propositions for assessment reform in higher education
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".
Computer aided feedback and assessment system
Enhancing assessment feedback practices in accounting education: issues, obstacles and reforms
Online Assessment Feedback as an Instument of Reflective Learning Practice in Human Biology
Leadership and assessment: strengthening the nexus
The eOSCE: Advancing technology to improve student learning and assessment reliability
ReMarksPDF Editor - Final Report
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.
Diagnostic assessment for biological sciences – development of a concept inventory
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.
Assessing group work in media and communications
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.
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.
Learning to teach online: developing high-quality video and text resources to help educators teach online
Supporting student peer assessment and review in large groupwork projects
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.
Assessing group work in media and communications
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.
Pharmacy experiential placements tool
A competency graduated descriptors tool for self-assessment and feedback in relation to early and late placement students.
The ReMarks PDF Markup Editor: Stage 1
Development of a computer-generated digital patient for teaching and assessment in pharmacy
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.
Curriculum development in studio teaching
Linuxgym: A sustainable and easy-to-use automated developmental assessment tool for computer scripting skills
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.
goodpractice