Best Practice in Assessment and Student Feedback
On Friday 16th June 2006 the Learning and Teaching Portfolio held a Best Practice Forum. Keynote speakers included Prof Erica McWilliam from the Centre for Learning Innovation at QUT and Assoc Prof Janice Orrell from the Carrick Institute.
Panel sessions included winners of TIF Grants relating to Assessment and Student Feedback, representatives from ITL Strategic Working Groups, and VC's Award Winners.
Program Outline
|
Time |
Session |
Presenter |
Title |
Paper /Poster |
|---|---|---|---|---|
| 9.00 | 1.0 - Lecture Theatre 351 | Koori Centre | Welcome to Land | |
| 9.05 | 2.0 - Lecture Theatre 351 | Prof Don Nutbeam | Welcome to Forum | |
| 9.15 | 3.0 - Lecture Theatre 351 | Prof Erica McWilliam | From Content to Capacity-building: What challenges for assessment? | |
| 10.00 | 4.0 - Foyer | Morning Tea | ||
| 10.30 | 5.0 - Lecture Theatre 351 | Grade Descriptors & Standards Referenced Assessment Vs Scaling | ||
| 10.30 | 5.1 | Hodgson, Freeman, Collins | How academic communities assure assessment standards | |
| 11.00 | 5.2 | Dr Ian Cathers | Engaging with the standards | |
| 11.15 | 5.3 | Lingard, Cathers, Batmanian & Vella | Are grade descriptors perceived similarly by students and staff alike? | |
| 11.30 | 5.4 | Ms Fran Everingham | Using criterion level grade descriptors to individualise electronic assignment feedback | |
| 11.45 | 5.5 | Ms Karen Lambert | In the mix: what goes where, when, how and why | |
| 12.00 | 5.6 | Collyer, Guss, Bedding & Fekete | Equity assessment between disciplines in the BSc program | Abstract |
| 10.30 | 6.0 - Seminar Room 432 | Student Feedback | ||
| 10.30 | 6.1 | O'Dea & Crawford | Learning through WebCT | |
| 10.45 | 6.2 | Hyde, Groenlund & Gerzina | Lessons learned from evaluating clinical competency assessments in a problem-based, graduate entry Dentistry course | |
| 11.15 | 6.3 | Dr Lindy Woodrow | Assessment and evaluation on MEd TESOL units | |
| 11.30 | 6.4 | Minasian-Batmanian, Lingard, Melville & Mahony | Promoting metacognitive learning by online detailed feedback to formative assessment | |
| 11.45 | 6.5 | Dr Ravi Seethamraju | Enhancing student learning of enterprise integration by deploying industry-based software products into business curriculum | |
| 10.30 | 7.0 - Seminar Room 433 | Assessment, Student Workload and Student Learning Outcomes | ||
| 10.30 | 7.1 | Dr David Easdown | A Recent novel approach to assessment and feedback in Mathematics courses | |
| 10.45 | 7.2 | Dr Lesley Scanlon | An holistic model of assessment and reflective practice | Abstract |
| 11.00 | 7.3 | Dr Louise Sutherland | Supporting and assessing reflection through a professional portfolio | Abstract |
| 11.30 | 7.4 | Poulos, Mahony & Lewis | Same data, different perspective: a preliminary study of assessment mapping in the health sciences | |
| 12.00 | 7.5 | Lewis, Mahony & Poulos | Making workload visible: mapping academic expectations | |
| 10.30 | 8.0 - Seminar Room 434 | Formative Assessment | ||
| 10.30 | 8.1 | Charles & Peat | Investigating the impact of formative assessment opportunities on student learning | |
| 11.00 | 8.2 | Vella, Cathers & Lingard | Do second chance assessments drive student learning? | |
| 11.15 | 8.3 | Drury & Muir | Exploring the connection between feedback and revision using a draft-writing and feedback cycle in report-writing assessment | |
| 11.45 | 8.4 | Dr Janette Bobis | Authentic Assessment: linking theory and practice | |
| 10.30 | 9.0 - Seminar Room 435 | Assessment of the Sciences and Social Sciences | ||
| 10.30 | 9.1 | Dr Neal Arthur | Student-generated multiple choice questions | |
| 11.00 | 9.2 | Ms Joanne Pickering | Multiple-choice questions: feedback versus confidentiality | |
| 11.15 | 9.3 | Blayney and Freeman | Immediate interactive adaptive feedback | |
| 11.45 | 9.4 | Wood & Ward | Formative assessment in Fluid Mechanics | |
| 12.00 | 9.5 | Dr Osu Lilje | HBOnline: WebCT-based formative assessment in Human Biology | |
| 10.30 | 10.0 - Seminar Room 436 | Assessment of the Arts | ||
| 10.30 | 10.1 | Anderson & Hulsbosch | How do you mark the Arts? Assessment of performing and visual arts | |
| 11.00 | 10.2 | Jones & Covic | Is the essay resubmission option a formative or a summative assessment and does it matter as long as the grades improve? | |
| 11.15 | 10.3 | Ms Agi O'Hara | Assessing tutorial participation in virtual classrooms | |
| 11.45 | 10.4 | Crowe & Tonkin | Blogging, learning and assessment | Abstract |
| 10.30 | 11.0 - Seminar Room 461 | Peer Assessment, Self-Assessment and Student-Centred Assessment | ||
| 10.30 | 11.1 | Ms Christine Crowe | Peer assessment and collaborative group learning | Abstract |
| 11.00 | 11.2 | Dr Leanne Piggott | Feedback through visual assessment: a group photo competition with peer marking | Abstract |
| 11.15 | 11.3 | Ewing & Gibson | Empowering students through negotiated assessment | |
| 11.30 | 11.4 | Muir, Drury, Schneider & Frommer | A Student-centred approach to redesigning WebCT assessment tools: building on student feedback | |
| 11.45 | 11.5 | Merritt & Dutton | Developing student voice for learning and assessment in teacher education programs | |
| 12.00 | 11.6 | Lingard, Batmanian, Cathers, Vella, Melville & Mahony | A Novel use of an online quiz tool to evaluate the evolution of students' understanding of content and perceptions of question difficulty | |
| 12.15 | 12.0 - Lecture Theatre 351 | Assoc Prof Janice Orrell | Assessment and feedback that matters: beyond rituals and routines | |
| 1.00 | Foyer | Lunch | ||
| 1.15 | 13.0 - Lecture Theatre 351 | Dr Nerida Jarkey | Launch of the Write Site | |
| 1.45 | 14.0 - Lecture Theatre 351 | Chair: Prof Judyth Sachs | TIF Grants on Assessment and Student Feedback:
|
Panel |
| 2.45 | 15.0 - Lecture Theatre 351 | Chair: Prof Michael Jackson |
ITL Strategic Working Groups on Assessment and Student Feedback:
|
Panel |
| 3.30 | Foyer | Afternoon Tea | ||
| 3.45 | 17.0 - Lecture Theatre 351 | Chair: Assoc Prof Janice Orrell |
Vice-Chancellor's Award winners:
|
Panel |
| 4.30 | 18.0 - Lecture Theatre 351 | Prof Judyth Sachs |
Concluding remarks - themes and issues for Learning and Teaching Plan |