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.
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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24 resources found for ‘online self assessment’.
Supporting student peer assessment and review in large groupwork projects
University of Technology, Sydney
2009
Online Assessment Feedback as an Instument of Reflective Learning Practice in Human Biology
The University of Western Australia
2008
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
Creating accessible teaching and support for students with disabilities
University of Tasmania
2010
ACU National, Adelaide, CQU, Flinders, La Trobe, Macquarie, Melbourne, Monash, Swinburne, UB, UNSW
Outcomes-based planning, graduated descriptors and quality indicators for pharmacy experiential placements
University of South Australia
2011
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
An integrated system for online clinical assessment of practical skills (eCAPS) for web-based courses
The University of Queensland
2011
The University of British Columbia (Canada), The University of Melbourne
Computer aided feedback and assessment system
University of South Australia
2010
Learning to teach online: developing high-quality video and text resources to help educators teach online
The University of New South Wales
2011
Assessing and improving spatial ability for design-based disciplines utilising online systems
The University of Newcastle
2011
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 Medici project: developing a multi-disciplinary, sustainable resource for blended learning initiatives in tertiary medical education
The University of Adelaide
2012
Flinders University, Monash University, The University of Notre Dame Australia, University of Western Sydney, University of Wollongong
IS-IT learning? Online interdisciplinary scenario-inquiry tasks for active learning in large, first year STEM courses
The University of Queensland
2011
Purdue University (USA)
Building and Construction Learning and Teaching Academic Standards Statement
Australian Learning and Teaching Council Limited
2011
The learning outcome statements developed describe the minimum or threshold learning outcomes that all graduates of an Australian bachelor award in building and construction are expected to have met or exceeded. These standards were developed as part of a demonstration project funded by the Australian Government in 2010-11 and facilitated by the Australian Learning and Teaching Council. Academic institutions and teachers, professional bodies, accreditation bodies, employers and graduates participated in the development of minimum threshold learning outcomes for the discipline. The Building and Construction Academic Standards Statement covers the key themes of: knowledge, judgement, self-development, communication, innovation and engagement.
Assessing group work in media and communications
University of Canberra
2008
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.
Pharmacy experiential placements tool
University of South Australia
2011
A competency graduated descriptors tool for self-assessment and feedback in relation to early and late placement students.
The University of Queensland, The University of Sydney
Business education in the 21st century: Examining the antecedents and consequences of student team virtuality
University of Southern Queensland
2012
This project investigated the need to train students to be able to work effectively in teams, particularly virtual teams. The project was both research-driven and experience-based and considered the concept of ‘virtuality’ in teaching and learning at university. Virtuality for the purpose of this project refered to online collaboration by team members without the constraints of time and the necessity to be in the same place. The project sought to establish how to:
- design online resources to facilitate implementation of virtual student teams
- select appropriate technologies to support virtual student team activities
- provide online training for staff and students to assess readiness
- enhance the effectiveness of virtual teamwork
- evaluate virtual student team projects in the Australian business education context.
The University of Melbourne, The University of Western Australia
Learning in Networks of Knowledge: improving student outcomes using Web 2.0 concepts and a knowledge-networking approach
Curtin University
2011
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.
Experiential Placements in Pharmacy - Report Appendices
University of South Australia
2008
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
Enhancing the assessment of learning in Australian Higher Education: Biological Sciences
The University of Melbourne
2007
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
Using cost-effective multimedia to create engaging learning experiences in law and other disciplines
Queensland University of Technology
2011
This fellowship addresses the needs of (1) final year law students studying ethics and (2) law academics and other interested educators in higher education wishing to use ICT to create engaging learning environments for their students but lacking the capacity to do so. A blended learning program was developed including instruction on theoretical and philosophical underpinnings of legal ethics, together with Entry into Valhalla, an online suite of modules featuring self-test quizzes and machinima scenarios depicting legal dilemmas confronting the members of a fictional law firm. The project website includes a detailed resources manual and instructional videos.
Assessing group work in media and communications
University of Canberra
2008
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
Experiential Placements in Pharmacy - Final Report
University of South Australia
2008
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
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