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Schedule for Paper Presentations |
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Monday, 13th June 2005 |
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2.00 – 3.30 pm |
Parallel Session A |
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Session Code: A1 |
Session Code: A2 |
Session Code: A3 |
Session Code: A4 |
Session Code: A5 |
Session Code: A6 |
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USING FORMATIVE ASSESSMENT TO IMPROVE STUDENTS' LEARNING Anna S. F. Kwan, City University of Hong Kong, Hong Kong, China
"WHEN A THOUGHT TAKES ONE'S BREATH AWAY, A LESSON IN GRAMMAR SEEMS AN IMPERTINENCE": HOW APPROPRIATE OR USEFUL IS OUR FEEDBACK? Chris Glover, Sheffield Hallam University, United Kingdom
FORMATIVE AND SUMMATIVE ASSESSMENT AND THE NOTION OF CONSTRUCTIVE ALIGNMENT Chrisann Lee, Charles Sturt University, Australia Nona Muldoon, Charles Sturt University, Australia
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JUXTAPOSING FORMATIVE AND SUMMATIVE ASSESSMENT IN WAYS THAT MAKE SENSE TO LEARNING: A NEW ZEALAND EXPERIENCE Jill Musgrave, Waikato Institute of Technology, New Zealand Rosanne Matheson, Waikato Institute of Technology, New Zealand
LEARNING LOG: A TOOL TO UNDERSTAND CHALLENGES AND IMPROVE LEARNING OUTCOMES - IMPLEMENTING FORMATIVE ASSESSMENT AMONG ASIAN STUDENTS ACCUSTOMED TO SUMMATIVE ASSESSMENT Manny Avila, Sunway University College, Malaysia
A CRITICAL REVIEW OF THE ASSESSMENT REFORM IN GUANGDONG PROVINCE OF CHINA Zhihong Huang, Guangdong Education Department, China Sui Ping Chan, The Hong Kong Institute of Education, Hong Kong, China Rita Berry, The Hong Kong Institute of Education, Hong Kong, China
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GRADING SCHEME FORMAT EFFECTS IN STANDARDS-REFERENCED ASSESSMENT CONTEXTS John Mitchell O'Toole, University of Newcastle, Australia
VIEWS ON THE ADOPTION AND IMPLEMENTATION OF THE SOLO TAXONOMY Cathy Sin Ping WONG, Department of English, The Hong Kong Polytechnic University, Hong Kong, China
STANDARDS FOR ACADEMIC WRITING: ARE THEY COMMON WITHIN AND ACROSS DISCIPLINES? Sandy Smith, University of Auckland, New Zealand
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AN OUTCOME BASED ASSESSMENT IN HIGHER EDUCATION Tabitha Grier, University of Minnesota, United States
LEARNING OUTCOMES ORIENTED ASSIGNMENTS AND ASSESSMENT METHODS IN AN ACTIVE LEARNING ENVIRONMENT Arcot Desai Narasimhalu, Singapore Management University, Singapore
INSTITUTIONALIZING A GENERAL EDUCATION PROGRAM REVIEW PROCESS: OUTCOMES ASSESSMENT Sue Schaar, California State University, Dominguez Hills, United States Pamela Krochalk, California State University, Dominguez Hills, United States
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STUDENT SELF ASSESSMENT AND ITS IMPACT ON LEARNING – A PILOT STUDY Christine Dearnley, University of Bradford, United Kingdom Fiona Meddings, University of Bradford, United Kingdom
AN EXPERIENTIAL APPROACH TO ENTREPRENEURSHIP EDUCATION - INNOVATIVE USE OF REFLECTIVE LEARNING M. Nauman Farooqi, Mount Allison University, Canada
PROMOTING PEER LEARNING AND ASSESSMENT WITH TECHNOLOGY Paul Chin, University of Hull, United Kingdom
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PERSPECTIVES OF TEACHERS AND STUDENTS TOWARDS ASSESSMENT Steve Frankland, The Hong Kong Polytechnic University, Hong Kong, China
ENHANCING LEARNING AND ASSESSMENT THROUGH CONFIDENCE-BASED MARKING Tony Gardner-Medwin, University College London, United Kingdom
GOOD PRACTICE ASSESSMENT GUIDE Heather Yeatman, University of Wollongong, Australia
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Monday, 13th June 2005 |
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4.00 – 5.30 pm |
Parallel Session B |
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Session Code: B1 |
Session Code: B2 |
Session Code: B3 |
Session Code: B4 |
Session Code: B5 |
Session Code: B6 |
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STUDENT RESPONSES TO PEER- AND SELF-ASSESSMENT IN A GROUP-WORK UNIT IN A TRANSNATIONAL COMPUTING PROGRAM Iwona Miliszewska, Victoria University, Australia
THE VALUE OF SELF AND PEER ASSESSMENT WITHIN FASHION DESIGN EDUCATION IN TAIWAN Jeanne Tan, Shih Chien University, Taiwan
AN EXPLORATION INTO THE ASSESSMENT OF THE GROUP WORK OF UNIVERSITY STUDENTS May Fan, The Hong Kong Polytechnic University, Hong Kong, China
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MEASURING QUALITATIVE ATTRIBUTES: USING A MULTIDIMENSIONAL APPROACH TO MEASURE UNIVERSITY LEARNING GOALS Julia Yuen-Heung To Dutka, Capital University, United States Cheryl Ney, Capital University, United States
LEARNING OUTCOMES AND THEIR ASSESSMENT: PUTTING OPEN UNIVERSITY PEDAGOGICAL PRACTICES UNDER THE MICROSCOPE Chris Dillon, The Open University of UK, United Kingdom
CAN CHANGING THE ASSESSMENT IN A MASTERS MODULE ENHANCE LEARNING? Pam Stead, Cardiff University, United Kingdom Caroline Adams, Cardiff University, United Kingdom
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IN SEARCH FOR AN ENGLISH LANGUAGE EXIT TEST David Qian, The Hong Kong Polytechnic University, Hong Kong, China
ASSESSING THE WRITING SKILLS OF ENTRY-LEVEL UNDERGRADUATE BUSINESS STUDENTS TO ENHANCE THEIR WRITING DEVELOPMENT DURING TERTIARY STUDIES Carmela Briguglio, Curtin University of Technology, Australia
ACTION RESEARCH ON NEW FORM OF FORMATIVE ASSESSMENT FOR PRE-UNIVERSITY MATHEMATICS UNIT Sien Ting, Jane Lau, Curtin University of Technology Sarawak Malaysia, Malaysia Foad Motalebi, Curtin University of Technology Sarawak Malaysia, Malaysia
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ENHANCING STUDENTS' APPRECIATION OF WRITTEN FEEDBACK ON ESSAY ASSIGNMENTS Stephen Gomez, University of the West of England (UWE), Bristol, United Kingdom Richard Osborne, University of the West of England (UWE), Bristol, United Kingdom
MALAYSIAN UNIVERSITY STUDENTS’ PERCEPTIONS ON THE USE OF PORTFOLIO AS AN ASSESSMENT TOOL IN AN ESL WRITING CLASSROOM Mohd Asri Mohd Noor, Universiti Teknologi Malaysia, Malaysia
AN ALTERNATIVE TO THE ESSAY Barbara Wood, University of Huddersfield, England, United Kingdom
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EQUITY IN PRACTICAL, SKILL-BASED, ASSESSMENTS FOR ON- AND OFF-CAMPUS STUDENTS IN ENGINEERING DEGREE PROGRAMMES J. Trevor Jones, Deakin University, Australia
ASSESSMENT AND COMPLEX LEARNING Peter Knight, The Open University of UK, United Kingdom
MAPPING SELF ASSESSMENT TO ACHIEVEMENT Sherria Hoskins, University of Portsmouth, United Kingdom Carolyne Jacobs, University of Portsmouth, United Kingdom
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“CARRIED OVER”: NURTURING STUDENT RETENTION AND SUCCESS THROUGH FLEXIBILITY AND TRUST Lindsay Olney, Manukau Institute of Technology, New Zealand
IMPLICIT LEARNING: ACTIVE ASSESSMENT Patricia Logan-Sinclair, Charles Sturt University, Australia Sophie Cresswell, Charles Sturt University, Australia
STANDARDS FOR EXCELLENCE, SUSTAINABLE ASSESSMENT AND THE DEVELOPMENT OF TEACHER IDENTITY Sue Wilson, ACU National (Canberra Campus), Australia
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Tuesday, 14th June 2005 |
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11.00 – 12.30 pm |
Parallel Session C |
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Session Code: C1 |
Session Code: C2 |
Session Code: C3 |
Session Code: C4 |
Session Code: C5 |
Session Code: C6 |
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AUTHENTIC ASSESSMENT – MISSION POSSIBLE OR MISSION IMPOSSIBLE? Timothy Perkins, Edith Cowan University, Australia Magda Wajrak, Edith Cowan University, Australia
FROM THE CLASSROOM TO KAJULU AND BEYOND: AUTHENTIC ASSESSMENT WITHIN AN INDUSTRY-PROFESSIONAL CONTEXT Rod McCulloch, Charles Sturt University, Australia
IMPLEMENTING AUTHENTIC ASSESSMENT: STUDENT PERCEPTIONS OF JOB RELEVANCE Claire Gardiner, Queensland University of Technology, Australia
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ONLINE COLLABORATIVE ASSESSMENT TO ENHANCE TEACHING AND LEARNING: COMPARISON OF YEAR 1 AND YEAR 3 STUDENTS Winnie Cheng, The Hong Kong Polytechnic University, Hong Kong, China Martin Warren, The Hong Kong Polytechnic University, Hong Kong, China
CHALLENGES IN ASSESSMENTS IN A CASE-BASED SCIENCE COURSE Carmel McNaught, The Chinese University of Hong Kong, Hong Kong, China Paul Lam, The Chinese University of Hong Kong, Hong Kong, China
ASSESSING ACTUALITY IN GROUP DESIGN Anthony Williams, University of Newcastle, Australia
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ASSESSING THE ASSESSORS: AUTHENTIC ONLINE ASSESSMENT OF STUDENTS OF SCHOOL COUNSELLING Marilyn Campbell, Queensland University of Technology, Australia
PERCEPTIONS OF AUTHENTIC ASSESSMENT AND THE IMPACT ON STUDENT LEARNING Judith Gulikers, Open University of the Netherlands, The Netherlands
ALIGNING ENACTED PRACTICES WITH ADVOCATED PRINCIPLES: AUTHENTIC AND PEER ASSESSMENT IN TEACHER EDUCATION Gaell Hildebrand, Monash University, Australia
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STUDENTS’ PERCEPTIONS OF THE FORMATIVE POTENTIAL OF THE NATIONAL CERTIFICATE OF EDUCATIONAL ACHIEVEMENT: A PILOT STUDY Peter Rawlins, Massey University, New Zealand
INVOLVING STUDENTS IN THE FORMULATION OF ASSESSMENT CRITERIA FOR SMALL GROUP COMPUTING PROJECTS Sundrakanthi Singh, Edith Cowan University, Australia Michael Collins, Edith Cowan University, Australia
CLASSROOM ASSESSMENT IN A SUBJECT CLASSROOM, GENERAL STUDIES Lai-wah Yu, The Hong Kong Institute of Education, Hong Kong, China
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PEER AND SELF ASSESSMENT - DRAWING THE PARALLELS BETWEEN STUDENT AND STAFF PRACTICES Lorraine Stefani, University of Auckland, New Zealand
ONLINE LEARNING, COLLABORATION AND LEARNING-ORIENTED ASSESSMENT: FOUR CASES FOCUSING ON TEACHER-EDUCATION Mike Keppell, The Hong Kong Institute of Education, Hong Kong, China
USING PEER REVIEW TO IMPROVE TEACHING AND LEARNING Heather Smigiel, University of Tasmania, Australia
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MENTORSHIP SKILLS: ILLUMINATING INTER-ASSESSOR RELIABILITY THROUGH SELF AND PEER ASSESSMENT Ruth Clemow, University of Plymouth, United Kingdom
ENHANCING TEACHING AND LEARNING IN GROUP PROJECTS THROUGH POSTER ASSESSMENT Pauline Cho, The Hong Kong Polytechnic University, Hong Kong, China
TEAM ASSESSMENT: THE CHALLENGES AND SOME SOLUTIONS FOR EFFECTIVE TEAMWORK Aruna Shekar, Massey University, New Zealand
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Tuesday, 14th June 2005 |
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2.00 – 3.30 pm |
Parallel Session D |
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Session Code: D1 |
Session Code: D2 |
Session Code: D3 |
Session Code: D4 |
Session Code: D5 |
Session Code: D6 |
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MULTIPLE ASSESSMENT OF PRACTICUM EXPERIENCE Lourdes Ferrer, University of Guam, United States
BLENDING PROCESS WITH PRODUCT: USING ASSESSMENT TO DRIVE LEARNING THROUGH THE CREATION OF AN ONLINE JOURNAL Gillian Hallam, Queensland University of Technology, Australia
MULTIPLE ASSESSMENT METHODS IN EDUCATION OF CHINESE MEDICINE Yi-Bin Feng, The University of Hong Kong, Hong Kong, China Wei-Quan Luo, The University of Hong Kong, Hong Kong, China
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FROM UNIVERSITY TO WORKPLACE: ASSESSING EXPERIENTIAL LEARNING Kevin O'Toole, Deakin University, Australia
ECOLOGY, IDENTITY AND ASSESSMENT: THE IMPLICATIONS OF A CASE STUDY OF POLICE STUDENTS' LEARNING IN COMMUNITY PLACEMENTS FOR ASSESSMENT Catherine Layton, Charles Sturt University, Australia
COMBINING NOVEL PEDAGOGIC AND IT APPROACHES TO ALIGN THE ASSESSMENT OF WORKPLACE LEARNING WITH CRITERIA FOR ACADEMIC CREDIT Stephen Gomez, University of the West of England (UWE), Bristol, United Kingdom David Lush, University of the West of England (UWE), Bristol, United Kingdom
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THE ASSESSMENT OF OPERATIONAL POLICING SKILLS AND KNOWLEDGE DEMONSTRATED BY PROBATIONARY CONSTABLES IN NEW MEMBER POLICE TRAINING IN THE NEW SOUTH WALES POLICE Rosemary Woolston, Charles Sturt University, Australia
ASSESSING UNDERGRADUATE NURSING STUDENTS’ PERFORMANCE: IMPLICATIONS FOR PRACTICE Irene G. H. McPhee, Edith Cowan University, Australia
IMPLEMENTATION AND FEEDBACK ON THE USE OF REFLECTIVE WRITING AS A COMPONENT OF A CLINICAL ASSESSMENT Pauline Cho, The Hong Kong Polytechnic University, Hong Kong, China Catherine Tang
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IMPROVING STUDENTS' LEARNING THROUGH AUTHENTIC ASSESSMENT Lois Smith, University of Wollongong in Dubai, United Arab Emirates Swapna Koshy, University of Wollongong in Dubai, United Arab Emirates
THE PRACTICALITY OF AUTHENTIC ASSESSMENT Harjit Gosal Khaira, University of Michigan, United States Damien Yambo, University of Michigan, United States
AUTHENTIC ASSESSMENT: DEVELOPING ASSESSMENT STRATEGIES WHICH ENHANCE STUDENTS' LEARNING IN A PROJECT MANAGEMENT COURSE Tiemei Irene Zhang, Monash University, Australia
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EFFECTIVE VERBAL FEEDBACK FOR PROJECT-BASED ASSESSMENT: A CASE STUDY OF THE GRAPHIC DESIGN CRITIQUE Mary-Jane Taylor, University of Canberra, Australia
ASSESSING EMPLOYABILITY: A COMPARISON BETWEEN TWO APPROACHES TO PRACTICE-BASED ASSIGNMENTS Peter Kandlbinder, Institute for Interactive Media and Learning, Australia
PEER ASSESSMENT AMONG STUDENTS IN A PROBLEM-BASED LEARNING FORMAT Steve Frankland, The Hong Kong Polytechnic University, Hong Kong, China
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MULTIPLE ASSESSMENT METHODS IN AN UNDERGRADUATE NURSING PROGRAM FOR DISTANCE STUDENTS Ron Sharkey, University of Newcastle, Australia
ENHANCING THE TEACHING AND LEARNING OF TWO TRADITIONAL ENGINEERING COURSES THROUGH PROJECT-BASED AND ONLINE FORMATIVE ASSESSMENT Yat Choy Wong, Swinburne University of Technology, Australia Kwong Keung Wong, Swinburne University of Technology, Australia
ENHANCING STUDENT’S PERFORMANCE BY USING FOLLOW-UP QUESTIONS IN WRITTEN ASSIGNMENTS Rocky Y. K. Fan, The Open University of Hong Kong, Hong Kong, China
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Tuesday, 14th June 2005 |
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4.00 – 5.30 pm |
Parallel Session E |
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Session Code: E1 |
Session Code: E2 |
Session Code: E3 |
Session Code: E4 |
Session Code: E5 |
Session Code: E6 |
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UTILISING AN IT TOOL FOR MODERATING, MARKING AND MANAGING ASSESSMENT IN LARGE TERTIARY CLASSES Pippa Nelligan, Edith Cowan University, Australia
AUGMENTATION OF THE ASSESSMENT PROCESS BY THE USE OF AN ELECTRONIC PERFORMANCE SUPPORT SYSTEM (EPSS) AND RUBRIC MARKING KEYS WHERE PROFESSIONAL JUDGMENT IS INVOLVED Alistair Campbell, Edith Cowan University, Australia
THE ESPEF – AN ELECTRONIC STUDENT FIELDWORK ASSESSMENT FORM Wendy Chalmers, University of Queensland, Australia
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EXPERIENTIAL LEARNING OF OCCUPATIONAL THERAPY STUDENTS THROUGH AN EXPERT SYSTEM IN MEMORY REHABILITATION David W. K. Man, The Hong Kong Polytechnic University, Hong Kong, China
ASSESSMENT OF ONLINE TEACHING EFFECTIVENESS: WHAT DO STUDENTS AND PERFORMANCE INDICATORS TELL US? Felicia Friendly Thomas, California State Polytechnic University - Pomona, United States
USING ONLINE ENVIRONMENTS TO PROMOTE ASSESSMENT AS A LEARNING ENHANCEMENT PROCESS Mary Rice, Deakin University, Australia
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THE IMPACT OF ASSESSMENT MODES ON COLLABORATIVE GROUP DESIGN PROJECTS Richard Tucker, Deakin University, Australia
PEER REVIEW OF TEACHING IN ENHANCING TEACHING AND LEARNING IN HIGHER EDUCATION: THEORETICAL PRINCIPLES AND IMPLEMENTATION ISSUES Carrie H. Lee, The Hong Kong Polytechnic University, Hong Kong, China
ARE INTRINSIC STUDENT QUALITIES ASSESSABLE? LEARNING FROM THE MAPPING OF TRANS-NATIONAL ASSESSMENT PRACTICES IN IT DEGREE PROGRAMS Susan Gelade, University of South Australia, Australia
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NURSES HAVE ASSESSMENT MASTERED - OR DO THEY? Robyn Baass, Swinburne University, Australia
ASSESSING STUDENT’S EXPERIENTIAL LEARNING DURING WORK PLACEMENTS Jakša Kivela, The Hong Kong Polytechnic University, Hong Kong, China Ruth Jeanine Kivela, The Hong Kong Institute of Education, Hong Kong, China
FORMATIVE ASSESSMENT FOR PROGRESS TESTS OF MEDICAL KNOWLEDGE James Oldham, Peninsula Medical School, United Kingdom
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CONCEPTUALISING ASSESSMENT FOR ONLINE DELIVERY: ACADEMIC AND EDUCATIONAL DEVELOPERS’ PERSPECTIVES Peter Donnan, University of Wollongong, Australia
ENRICHMENT OF INTERACTION IN ONLINE ASSESSMENTS Paula Hodgson, University of Auckland, New Zealand
HALLMARKS OF EXCELLENCE IN ONLINE ASSESSMENT Meg O'Reilly, Southern Cross University, Australia
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ASSESSMENT BY ELECTRONIC PORTFOLIO Benny Tai, The University of Hong Kong, Hong Kong, China
DELIVERING AND ASSESSING DYNAMIC TUTORIALS OVER THE WEB Benedykt Rodanski, University of Technology Sydney, Australia
ETHICAL CASE STUDIES: USING BLOGS AS AN ASSESSMENT TOOL FOR AN UNDERGRADUATE BUSINESS MANAGEMENT CLASS Lyn Boddington, Lincoln University, New Zealand
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Wednesday, 15th June 2005 |
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9.30 – 11.00 am |
Parallel Session F |
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Session Code: F1 |
Session Code: F2 |
Session Code: F3 |
Session Code: F4 |
Session Code: F5 |
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AFFECTIVE ASSESSMENT: NON-COGNITIVE CONSIDERATIONS IN THE EVALUATION OF TEACHING AND LEARNING Nicole E. Holland, Northeastern Illinois University, United States
DIGGING BENEATH THE SURFACE: TOWARDS DEEPER DIMENSIONS OF STUDENT SELF-ASSESSMENT Geoffery Munns, University of Western Sydney, Australia Helen Woodward, University of Western Sydney, Australia
2+2=? CAN FORMATIVE DIAGNOSTIC ASSESSMENT HELP TO DEVELOP MATHEMATICAL SKILLS FOR NURSING PRACTICE? Carol Hall, The University of Nottingham, United Kingdom Sian Davies, Nottingham Community Health Care Trust, United Kingdom
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EVOLUTION OF ASSESSMENT PRACTICE IN AN UNCONVENTIONAL DUAL MODE INSTITUTION: THE OPEN UNIVERSITY OF HONG KONG Bruce Taylor, The Open University of Hong Kong, Hong Kong, China
FIRST YEAR UNDERGRADUATE ASSESSMENT EXPERIENCE: A QUALITATIVE PERSPECTIVE Carol Pearson, University of Westminster, United Kingdom
USING THE ASSESSMENT EXPERIENCE QUESTIONNAIRE TO ENHANCE STUDENT EXPERIENCE Pete Cannell, Queen Margaret University College, United Kingdom
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“BUT YOU’RE PAID TO MARK ME …”: IMPROVING LEARNING THROUGH STUDENT INVOLVEMENT IN DESIGNING AND IMPLEMENTING DEPARTMENTAL ASSESSMENT CHANGE STRATEGIES. Neill Thew, University of Sussex, United Kingdom
PROFUNDITY OF INTELLECTUAL ENQUIRY PROVIDES AN ASSESSMENT CRITERION Mel Ziman, Edith Cowan University, Australia
PROFESSIONAL ASSESSMENT FOR PROFESSIONALISM AND ETHICS - A PROPOSAL Chung Yim Yiu, The Hong Kong Polytechnic University, Hong Kong, China
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ASSESSMENT FOR THE ACHIEVEMENTS OF DISADVANTAGED LEARNERS Alison See Wai Yeung, The Hong Kong Institute of Education, Hong Kong, China
ASSESSING UNDERSTANDING IN STATISTICS Kay Lipson, Swinburne University of Technology, Australia
ASSESSING CREATIVITY THROUGH COMMON CONSENSUS Gipsy Chang, The Hong Kong Academy for Performing Arts, Hong Kong, China
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INTRODUCING COMPUTER-AIDED PEER ASSESSMENT IN ENGINEERING Neil James, University of Plymouth, United Kingdom
CRITERION-REFERENCED ASSESSMENT AND GROUP PRESENTATIONS: AN INNOVATIVE APPROACH Helen Chapman, Queensland University of Technology, Australia Robert Thornton, Queensland University of Technology, Australia
LEARNING-ORIENTED ASSESSMENT PROJECT: FINDINGS, OUTCOMES AND PROCESSES David Carless, Hong Kong Institute of Education, Hong Kong, China
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Wednesday, 15th June 2005 |
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2.00 – 3.30 pm |
Parallel Session G |
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Session Code: G1 |
Session Code: G2 |
Session Code: G3 |
Session Code: G4 |
Session Code: G5 |
Session Code: G6 |
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DOING JUSTICE IN LAW – DESIGNING CLEAR ASSESSMENT CRITERIA AND GUIDELINES TO DIRECT STUDENT LEARNING, ENHANCE SELF REFLECTION, ENSURE FAIR MARKING AND ENCOURAGE LIFE LONG LEARNING IN LEGAL EDUCATION Kay Lauchland, Bond University, Australia
AN INTEGRATED APPROACH TO LEARNING, TEACHING AND ASSESSMENT IN A HEALTHCARE ETHICS MODULE Janis Moody, Napier University, Scotland, United Kingdom
CHANGES IN ASSESSMENT PRACTICES? THE IMPACT OF A MODULAR STRUCTURE Lloyd Scott, Dublin Institute of Technology, Ireland
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PERMANENT CHANGE: LOCALIZED ASSESSMENT AND THE IMPROVEMENT OF STUDENTS’ WRITING AND SPEAKING IN ALL DISCIPLINES Christopher Anson, North Carolina State University, United States Liz Hamp-Lyons, University of Melbourne, Australia
ENHANCING TEACHING AND LEARNING THROUGH ASSESSING GRADUATE ATTRIBUTES Richard Cummings, Murdoch University, Australia
MEASURING ASSESSMENT: A METHODOLOGY FOR INVESTIGATING UNDERGRADUATE ASSESSMENT Anne Crook, University of Reading, England, United Kingdom
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ASSESSING THE ASSESSORS: THE EFFECTIVENESS OF TEACHING EVALUATION ON IMPROVING TEACHING Hilary Davies, Deakin University, Australia
ENHANCING TEACHING AND LEARNING THROUGH ASSESSMENT: THE IMPLEMENTATION PERSPECTIVE OF AN ASSISTANT DEAN, TEACHING & LEARNING, WHO IS RESPONSIBLE FOR THE QUALITY ASSURANCE OF ASSESSMENT. Sally Kift, Queensland Institute of Technology, Australia
MEETING THE CHALLENGE OF GREATER EXPECTATIONS: DESIGNING A SUCCESSFUL INSTITUTIONAL EFFECTIVENESS ASSESSMENT PLAN Norman Muir, Medaille College, United States
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EVALUATION OF A STUDENT ASSESSMENT TECHNOLOGY IMPLEMENTATION Sandra Van Der Laan, The University of Sydney, Australia Cameron Esslemnot, Australia
ASSESSMENT OF STUDENT LEARNING: ORCHESTRATING THE BALANCE BETWEEN ONLINE AND OFFLINE METHODS Paula Hodgson, University of Auckland, New Zealand Cathy Gunn, University of Auckland, New Zealand
DEMONSTRATING HOW ‘SOLUTION-FOCUSED LEARNING’ IS A USEFUL FRAMEWORK FOR ASSESSING NURSES’ COMPETENCE THROUGH E-LEARNING Judith Hurst, City University London, United Kingdom
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CREATING A TEACHING AND LEARNING CULTURE TO EMBED GRADUATE ATTRIBUTES INTO ASSESSMENT PRACTICES Sundrakanthi Singh, Edith Cowan University, Australia Barry Gibson, Edith Cowan University, Australia
ASSESSING LEGAL ETHICS: WHAT ARE WE REALLY ASSESSING AND HOW DO WE KNOW WE’VE DONE IT? Mark Thomas, Queensland University of Technology, Australia
STUDENTS' PREFERENCES FOR ASSESSMENT AND APPROACHES TO STUDYING Corriene Reed, University of Westminster, United Kingdom
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DOES GOOD MANDARIN LEAD TO GOOD CHINESE? - A PILOT STUDY BASED ON ASSESSMENT OF HONG KONG TERTIARY STUDENTS’ LANGUAGE PROFICIENCY Chi Leung Chan, The Hong Kong Polytechnic University, Hong Kong, China Siu Kei Cheng, The Hong Kong Polytechnic University, Hong Kong, China
STATISTICS ANXIETY MANAGEMENT Rosemary Snelgar, University of Westminster, United Kingdom
JOURNEY OF THE STUDENT: AN INTEGRATED ASSESSMENT EFFORT TO SUPPORT INSTITUTIONAL CHANGE Julia Yuen-Heung To Dutka, Capital University, United States Cheryl Ney, Capital University, United States
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Last Update June 8th, 2005 |