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Societal expectations of Higher-Education's ability to produce work-ready graduates continues... more Societal expectations of Higher-Education's ability to produce work-ready graduates continues to struggle against a fundamental challenge related to the conflicting purposes of assessment as primarily a vehicle of certification or as an opportunity for learning. Assessment for learning is proposed as a powerful theory for improving learning from assessment. However numerous blockers including inadequate technological systems retard the adoption of student-centered assessment (Ibarra-Sáiz, Rodríguez-Gómez, & Boud, 2020). This article reports on a ten-year initiative using an assessment platform (REVIEW) as a technological base driving Standards Based Assessment. Use of this software has enabled assessment for learning type practices in hundreds of courses, providing beneficial learning outcomes and experience of assessment for staff and students. This paper highlights the affordances that technology platforms can provide in systematizing beneficial practices, improved assessment ...
Assessment & Evaluation in Higher Education
Reducing student passivity and designing reflective skills into tasks contributes to developing s... more Reducing student passivity and designing reflective skills into tasks contributes to developing student's professional judgment capabilities (Boud, 2000). This study analyses Business student attitudes and practices related to self-efficacy, self-regulation, assessment and self-assessment in two courses where students practiced criteria level self-assessment. A survey instrument was developed and an exploratory factor analysis in both sampled groups showed broad consistency in factor identification and reliability. Both cohorts' evidenced similar presentations related to self-efficacy, positive associations with socially mediated learning and a positive attitude towards developing better professional judgment. Student's confidence in their ability to understand task level requirements and instructions was greater than their confidence in their ability to accurately judge against criteria. A significant number of third year undergraduate students reported they had few opp...
The student experience of assessment is too frequently a passive one. At the University of New So... more The student experience of assessment is too frequently a passive one. At the University of New South Wales (UNSW), Australia, the increasing use of self-assessment through an online criteria based marking and feedback system (Review) is improving student's experience of assessment. This mixed methods study examines student's attitudes to and accuracy in self-assessment against criteria. Select cohorts practiced calibrating self-assessment judgments as a pre-step to doing self-assessment. Students reported positive attitudes to this activity and that practice contributed to forming better professional judgment. Of the three cohorts studied, the class incentivised with bonus marks for practicing self-assessment and accuracy in self-assessment achieved the highest participation rates and accuracy. Through regression analysis of self-assessment accuracy inside tasks, accuracy was found to be significant against task final mark. Characteristics of improved self-assessment accurac...
Australian Veterinary Journal, 2014
To evaluate the effectiveness of online audiovisual materials to support the acquisition of anima... more To evaluate the effectiveness of online audiovisual materials to support the acquisition of animal handling skills by students of veterinary and animal science. A series of video clips (Livestock Handling modules) demonstrating livestock handling procedures was created and delivered online to students enrolled in the Faculty of Veterinary Science, University of Sydney. The effectiveness of these modules for supporting student learning was evaluated via an online survey. The survey also sought feedback on how students could be better prepared for handling livestock. The survey indicated that students found the videos a useful part of their learning experience, particularly by familiarising them with correct handling procedures and emphasising the importance of safety when handling livestock. Students also highlighted that online delivery supported flexible learning. Suggested improvements of the Livestock Handling modules centred around broadening the content of the videos and improving the user-friendliness of online access. Student feedback regarding how the Faculty could better prepare them for livestock handling was dominated by requests for more opportunities to practise animal handling using live animals. The Livestock Handling audiovisual tool is a valuable supplementary resource for developing students' proficiency in safe and effective handling of livestock. However, the results also clearly reveal a perception by students that more hands-on experience is required for acquisition of animal handling skills. These findings will inform future development of the Faculty's animal handling program.
Societal expectations of Higher-Education's ability to produce work-ready graduates continues... more Societal expectations of Higher-Education's ability to produce work-ready graduates continues to struggle against a fundamental challenge related to the conflicting purposes of assessment as primarily a vehicle of certification or as an opportunity for learning. Assessment for learning is proposed as a powerful theory for improving learning from assessment. However numerous blockers including inadequate technological systems retard the adoption of student-centered assessment (Ibarra-Sáiz, Rodríguez-Gómez, & Boud, 2020). This article reports on a ten-year initiative using an assessment platform (REVIEW) as a technological base driving Standards Based Assessment. Use of this software has enabled assessment for learning type practices in hundreds of courses, providing beneficial learning outcomes and experience of assessment for staff and students. This paper highlights the affordances that technology platforms can provide in systematizing beneficial practices, improved assessment ...
Assessment & Evaluation in Higher Education
Reducing student passivity and designing reflective skills into tasks contributes to developing s... more Reducing student passivity and designing reflective skills into tasks contributes to developing student's professional judgment capabilities (Boud, 2000). This study analyses Business student attitudes and practices related to self-efficacy, self-regulation, assessment and self-assessment in two courses where students practiced criteria level self-assessment. A survey instrument was developed and an exploratory factor analysis in both sampled groups showed broad consistency in factor identification and reliability. Both cohorts' evidenced similar presentations related to self-efficacy, positive associations with socially mediated learning and a positive attitude towards developing better professional judgment. Student's confidence in their ability to understand task level requirements and instructions was greater than their confidence in their ability to accurately judge against criteria. A significant number of third year undergraduate students reported they had few opp...
The student experience of assessment is too frequently a passive one. At the University of New So... more The student experience of assessment is too frequently a passive one. At the University of New South Wales (UNSW), Australia, the increasing use of self-assessment through an online criteria based marking and feedback system (Review) is improving student's experience of assessment. This mixed methods study examines student's attitudes to and accuracy in self-assessment against criteria. Select cohorts practiced calibrating self-assessment judgments as a pre-step to doing self-assessment. Students reported positive attitudes to this activity and that practice contributed to forming better professional judgment. Of the three cohorts studied, the class incentivised with bonus marks for practicing self-assessment and accuracy in self-assessment achieved the highest participation rates and accuracy. Through regression analysis of self-assessment accuracy inside tasks, accuracy was found to be significant against task final mark. Characteristics of improved self-assessment accurac...
Australian Veterinary Journal, 2014
To evaluate the effectiveness of online audiovisual materials to support the acquisition of anima... more To evaluate the effectiveness of online audiovisual materials to support the acquisition of animal handling skills by students of veterinary and animal science. A series of video clips (Livestock Handling modules) demonstrating livestock handling procedures was created and delivered online to students enrolled in the Faculty of Veterinary Science, University of Sydney. The effectiveness of these modules for supporting student learning was evaluated via an online survey. The survey also sought feedback on how students could be better prepared for handling livestock. The survey indicated that students found the videos a useful part of their learning experience, particularly by familiarising them with correct handling procedures and emphasising the importance of safety when handling livestock. Students also highlighted that online delivery supported flexible learning. Suggested improvements of the Livestock Handling modules centred around broadening the content of the videos and improving the user-friendliness of online access. Student feedback regarding how the Faculty could better prepare them for livestock handling was dominated by requests for more opportunities to practise animal handling using live animals. The Livestock Handling audiovisual tool is a valuable supplementary resource for developing students' proficiency in safe and effective handling of livestock. However, the results also clearly reveal a perception by students that more hands-on experience is required for acquisition of animal handling skills. These findings will inform future development of the Faculty's animal handling program.