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Vol. 1 No. 2 (2004)

Published: 1 January 2004

Articles

  • Editorial 1.2

    C. McInnis

    The design and management of assessment shapes student learning in ways often not considered. Some academics tend to consider the modes of assessment as somewhat routine if not an afterthought to the much more interesting task of selecting curriculum materials. Likewise, it is surprising how so many studies of learning and teaching seem to overlook student assessment, yet we know that students put assessment at the front and centre of their thinking about their approaches to learning, perhaps more so in higher education where the subject choices are greatest.

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  • Integrating information literacy into curriculum assemment practice: an informatics case study

    A. Meldrum, H. Tootell

    This article describes how an Informatics subject has integrated information literacy skills into its curriculum assessment practice. The paper provides a background on the role information literacies have in student learning and explains the importance of ensuring the literacies are aligned with subject content and assessment practice. It describes the results of an informatics subject that has been developed through collaboration between Academic and Faculty Librarian.

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  • Meeting the challenges of assessing clinincal placement venues in a Bachelor of Nursing program

    J. Penman, M. Oliver

    Clinical learning is foundational to the University of South Australia’s Bachelor of Nursing program and students are expected to undertake a variety of clinical experiences during the three-year program. The Discipline of Nursing and Rural Health, in collaboration with academics, clinicians and managers, developed an instrument to evaluate contextual learning, involvement and reflection of nursing students during clinical placements. Following a simple research study using the instrument, it was decided to continue such evaluation on an ongoing basis. The instrument was found to be beneficial for students, industry partners and academics in attaining feedback. The purpose of this paper is threefold: to illustrate the process by which the evaluative instrument was developed, to report the results of the survey, and to explore the positive learning outcomes that might result with the use of the instrument.

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  • Karmic assessment: evidence from business students

    E. Pio

    This paper reports the results of assessment as an embedded learning opportunity through evidence from a course on Management and Spirituality for business students offered in 2002 and 2003 in the USA and Europe. It discusses how assessment can be strategically used to nudge students’ minds through learning experiences that expand current mental models of being. The construct of Karma with its emphasis on the need to sow carefully to reap a rich harvest for humanity is the context within which the assessment is designed. The paper develops three interrelated themes: the first is the theoretical background on assessment and the need to integrate it with global citizenship and bottom of the pyramid awareness; the second theme sketches the three assessment tasks; while the final theme suggests a model for assessment which amalgamates the learning community, learning environment and individual introspection to achieve karmic assessment.

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  • Assessment is bloomin' luverly: developing assessment that enhances learning

    M. Morris, A. Porter, D. Griffiths

    Our initial intention was to set out to explore the potential for implementing outcome-based assessment practices in a first year statistics unit. It has evolved into a search for a pedagogy enabling clear definition of the desired learning outcomes in our students, and alignment of instruction, student resources and assessment with these outcomes. Previous learning and assessment materials were used as starting points for the pilot study. The aim was to develop a model which might feasibly be repeated in the context of our subject and related ones, and which might be potentially applied in other disciplines. A recent revision of Bloom’s Taxonomy was chosen to facilitate classification of an intended hierarchy of desired knowledge, processes and skills. Unit objectives were behaviourally framed to provide identifiable indicators of student outcome achievement. Assessment was similarly classified to align the desired and observable outcomes. Appropriate instructional techniques and authentic assessment were chosen commensurate with student interest and the development of higher order cognitive skills. An evaluation rubric was used to clarify the requirements of the assessment task. This provided focus material to foster organization of responses. To prevent students privileging one outcome above another, no marking schema was included. Students worked independently in teams of two to complete complementary sections of the assignment. However discussion of their work with their partner was not only expected, but encouraged. Team solution fostered cooperative learning without providing opportunities for plagiarism. Reflective practices and student and staff feedback throughout the study led to refinements in the procedures. Summative evaluation encompassed results of student assessment and surveys and interviews of both staff and students. Semantic problems resulted in difficulties in using the revised Bloom’s taxonomy to classify assessment questions. The word ‘explain’ at times required demonstration with a simple diagram, at others, identifying the elements of a formula or even analysis to determine the relevance of a particular model. There is an obvious potential for variability in interpretation of the skills required by some questions and hence the possibility of a lack of reliability in classification of the objectives and assessment. A need arises therefore to refine the taxonomy for more specific use within the discipline.

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