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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9 resources found for ‘reflective practice’.
Developing a systematic, cross-disciplinary approach to teaching and assessing reflective writing in higher education
Online Assessment Feedback as an Instument of Reflective Learning Practice in Human Biology
The academic’s and policy-maker’s guides to the teaching-research nexus
Teaching and Assessing Meta-attributes in Engineering: identifying, developing and disseminating good practice
Leading for effective partnering in clinical contexts
Using threshold concepts to generate a new understanding of teaching and learning biology
Threshold concepts are concepts central to the mastery of a specific discipline. The project team created a generic model for using these concepts to explore and reflect on student misconceptions and the teaching of troublesome knowledge for use by teachers in biology. Student understanding of the concepts was tested and interventions designed to help improve understanding. A biology teaching package was created along with a generic teaching model and guidelines to assist learning. Project publications and resources are available at the project website.
Building capacity among emerging occupational therapy academic leaders in curriculum renewal and evaluation at UQ and nationally
The Good Practice Guides serve as a quick reference guide for those undertaking curriculum design, renewal, review, and evaluation activities. Although developed for use within occupational therapy, the key principles described in the Guides have relevance for other health professions and curriculum development and renewal more broadly. Cases accompany many of these Good Practice Guides.
A guide to supervision in social work field education
This guide, based on the masters level online program, is designed for those wanting to learn about the theory and practice of supervising social work students during their field education placement. Four topics cover the nature of social work field education, standards and roles, educational foundations, and phases of student supervision. Questions, exercises and reading reflection segments support the text and other online documents.
The academic’s and policy-maker’s guides to the teaching-research nexus
This excellent resource provides a summary of current thinking on the Teaching-Research Nexus (TRN) for academics, university staff, policy makers and students. The benefits of the TRN for students is presented and is supported with a large number of links to examples of TRN practice by discipline and year levels which should prove to be particularly useful for academics designing or revising existing courses or units. Links to strategy and policy making are also included. The site provides a framework for developing curricula that links teaching and research and is a useful collection of curriculum design ideas for academics. Nineteen concrete examples are presented. The resource may be used to aid the development or review of policies that promote (or hinder) the teaching-research nexus. There are materials supporting all levels of policy makers including government policy makers, those developing university wide policies at Deputy Vice-Chancellor level, and other policy leaders such as heads of departments or schools. In a short commentary the authors give advice to those academics early in their career or wanting to build their career. The main focus is on the advantages of being conscious of the RTN in their work as an academic. This is very much a personal view from the authors and contains only one reference.
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