| Keynote Speaker | Associate Professor David Treagust, Deputy Dean of the Faculty of Graduate Studies, Curtin University of Technology
Title: Diagnostic assessment in science as a means to improving teaching, learning and retention Abstract: Of great concern in Australia education is the increasingly low participation rate of students taking science in Years 11 and 12, especially the more conceptually demanding calculus-based options that lead to acceptance in university science and engineering courses. Indeed, the success, and even the continuation, of science programs at university is dependent on foundational improvements in science education in secondary schools. In this presentation, Treagust will describe a range of two-tier tests in science that can be used by teachers and lecturers for formative assessment that can help students question and understand the underlying science concepts. In the two-tier tests items, the first tier is a content response and the second tier is an explanation response. The items are designed so that alterative conceptions and scientifically acceptable responses are readily identified. Through the infromation from these items, teaching can be changed to accommodate identified weaknesses. In responding to these items, students are encouraged to think about the concepts and consider alternative explanations rather than memorise basic facts which are then forgotten. Two-tier test items of this type are used by The National Science Council in Taiwan as the central part of their recent national assessment project and acknowledged as being useful assessment by the American Chemical Society. |
| Pearson Education UniServe Science Award | Katrina Bosward, Gerard Marcus, Federico Costa and Mark Krockenberger
, Faculty of Veterinary Science, The University of Sydney
Title: Integrated Case-based Applied Pathology (ICAP): A Model for Learning and Teaching of Veterinary Pathology Abstract: The Faculty of Veterinary Science, through the Teaching Innovations Unit, has made a significant effort to incorporate enquiry-based learning into veterinary science teaching. This has often involved judicious use of e-learning capabilities. This application shows innovation occurring over 4 years with ongoing enhancements made annually to both online and face to face aspects of the Veterinary Pathology unit of study and demonstrates the impact on student learning. The innovation, called Integrated Case-based Applied Pathology (ICAP), is delivered in semester 5 of the veterinary science undergraduate curriculum at the University of Sydney. A key feature of this innovation is that its sustainable development has provided a conceptual framework for e-learning and blended learning throughout the Veterinary Science and Animal and Veterinary Bioscience curricula. |
| Paper | James Bewes and Manjula D. Sharma, The University of Sydney
Title: A preliminary study on how accuracy relates to student self reports of confidence on a conceptual physics test Abstract: We report on a study involving three streams of first year physics students at the University of Sydney - Fundamentals, Regular and Advanced. Students from the three streams completed a multiple choice conceptual test on the web as part of their first assignment. They also indicated how confident they were that their answer(s) were correct. As expected the mean values of accuracy and confidence vary according to streams, and prior exposure and achievement in physics. In this context, we explore the viability of the meta-cognitive constructs of `calibration' and `bias'. A somewhat surprising result involving gender differences for each stream will also be discussed. The data for this project has been collected as part of the study - Muller et al (2006). Muller, D. et al (2006) UniServe Science Conference. This book of abstracts. |
| Paper | Georgina Carmody, Stephen Godfrey, University of Technology, Sydney and Leigh Wood, Macquarie University
Title: Diagnostic Tests in a First Year Mathematics Subject Abstract: Is student performance in a basic skills test a good indication of whether the students have the level of mathematical knowledge required for their degree? Mathematics students in the first year of university come from a variety of backgrounds and knowledge levels. The assumed knowledge requirements for each course are a useful guide and students are offered bridging programs to assist them reach the assumed knowledge. The ability of a student to be able to complete a certain course is usually only able to be measured at the final exam stage where around 25% of first year students fail. This paper describes a diagnostic test used for a first year mathematics subject, its purpose, its content and the logistics required to carry out this test. This paper discusses the ways in which students can be re-allocated to classes more suited to their skills, following the initial assessment of their knowledge base. Also considered are the students' perceptions of the test. The relationship between the diagnostic test performances with final examination results is analysed. We discuss the appropriateness of this test and the benefits gained for the students. This paper also assesses whether this test is an effective and a worthwhile operation for gauging a student's mathematical background knowledge in preparation for their degree. A surprise tests given out in the first lecture of a first year mathematics subject can be viewed as a cruel initiation to a degree but it may make the difference between passing and failing! |
| Paper | Gareth Denyer, The University of Sydney
Title:Multiple Choice Questions to Combat Plagiarism aand Encourage Conceptual Learning Abstract: The use of Multiple Choice Questions (MCQs) is an efficient and objective method of examining large numbers of students. A key disadvantage of this approach is the all-or-nothing nature of the marking schemes and the rigid, unambiguous style of questioning that results. This makes it difficult to set problems which involve multi-step calculations or require students extrapolate from stem material. This style of examination can permit plagiarism, particularly when generalised computer marking sheets are used. We present here a method of producing MCQ papers with a graded marking system for the elimination of ambiguities, use in multi-step calculation questions, and questions that require extrapolation or reasoning. This graded system rewards tudents who show deep, rather than superficial, understanding of the material being tested. To combat plagarism we have also devised a method of generating, and marking, several different versions of the same paper. Although, each version contains identical stem material, questions and options, the order of the options within each question varies. The spreadsheet and/or database solutions for the generation and processing of the papers/responses are easy to construct and administer |
| Paper | David Easdown, University of Sydney
Title: Integrating assessment and feedback to overcome barriers to learning at the passive/active interface in mathematics courses Abstract: A tiny creature can become trapped and suffocate inside a droplet of water because of the relative strength of the surface tension. The passive/active interface in mathematics similarly has its own dynamics and tension and can form an impenetrable barrier. This can make unhappy prisoners of students forced to do mathematics against their will (such as science students forced to take 12 credit points of mathematics) or repel many who do have a choice. In this presentation, the speaker will discuss novel assessment and feedback practices in mathematics which integrate lectures, practice classes and quizzes. These make learning mathematics painless and fun and facilitate the transition from listeners to doers -- readers to explorers -- flabby couch potatoes to lithe ballet dancers. The key is to take a student from the familiar to the unfamiliar, almost without him or her noticing it, and to foster a special delight as each student monitors his or her own burgeoning facile technique. A mathematics student is like the driver of a car. The driver who does not understand the difference between the clutch, brake and accelerator has no chance of successfully exploring the countryside. The potential driver who thinks he or she knows the differences in theory, but has had no actual practice pushing the pedals, is bound to crash also. The analogy has at least two relevant features: the act of driving and mastering a technologically difficult apparatus is pleasurable in itself; the driver's licence becomes a ticket to freedom to find new worlds beyond the horizon or over the mountain pass or even around the next corner. In mathematics -- as in driving a car -- or playing a musical instrument -- or performing feats of wizardry on the soccer field -- drilling of the basics is an essential feature which precedes independent enquiry and the ability to express oneself freely. Many mathematics students become paralysed at the moment the focus shifts from their passive role attending lectures or reading books to the active role of doing mathematics and applying the theory to solve useful problems. Examples and illustrations of the speaker's methods which deliberately negotiate this passive/active interface will be taken from ongoing courses in discrete mathematics, calculus and algebra, developed over the last decade, and documented by course evaluations, quiz and examination results. |
| Paper | G.K. Ellem, G.R. MacFarlane, University of Newcastle
Title: Assessment design for teaching of personal and team interaction skills Abstract: Science educators recognise that science is often a collaborative activity and consequently design their courses to include a significant group work component. Group work may have advantages in terms of peer assisted learning, time saving, safety and resource use. While in many courses students spend a significant amount of time in groups, little is provided in the way of useful tools for students in learning how to interact or successfully navigate group situations. Teaching group skills often consists of "go and work in a group" which can result in a negative experience for students and teaches them little about successful group interaction. In this paper we present a range of peer and self assessment activities which we have developed to assist students in engaging successfully in groups. The assessment activities are situated within authentic learning contexts i.e. model scenarios and activities which `real scientists' engage in as collaborative groups. The tools include a range of formative and summative components and require students to analyse the behaviour and contribution of group members including themselves, whilst simultaneously encouraging skill development in assessing the academic/scientific quality of group products. The tools are simple to use and may be easily introduced and adapted to many group scenarios. Benefits and pitfalls from our experience in implementing the tools are discussed as well as feedback on student perceptions. |
| Paper | Mark Freeman, Diane Hutchinson, Lesley Treleaven, The University of Sydney
Title: The role of formative feedback in improving group work outcomes Abstract: This paper describes a deliberate strategy to focus on improving group work through attention to formative feedback to teams during the process of undertaking major group work assessment. The strategy employs a range of activities built around SPARK (Self and Peer Assessment Resource Kit (http://www.educ.dab.uts.edu.au/darrall/Sparksite), an automated program for online, confidential self and peer assessment. This study involves a threefold collaboration between the lecturer, an experienced SPARK developer and an academic learning and teaching adviser. The impetus comes from students in the Faculty of Economics and Business at the University of Sydney reporting strong views in regard to their group work experiences. In the 2005 student survey across all courses, 10% of students' qualitative comments on the best aspect of their course experience related to group work. Yet, another 10% of the qualitative comments identified group work as the aspect most in need of improvement. In response, the Faculty recently developed significant resources (http://groupwork.econ.usyd.edu.au) to help students and staff engage in improved group work practices. In the short paper that follows, the summative and formative assessment literature in relation to group work is first discussed. The formative use of SPARK in the study site is then outlined. Finally, student responses to a questionnaire are analysed and the implications for formative use of this online self and peer assessment tool drawn out. |
| Paper | Mark Freeman, Susan McGrath-Champ, Steve Clark and Lucy Taylor, The University of Sydney
Title: Using Immediate Feedback Assessment Techniques for Team-based Learning Abstract: Michaelsen ( 2003) stated that "teacher's who shift from a traditional approach to a team-based learning approach, will find that this shift leads to a significant change in the focus of their instructional objectives, the nature of the events through which learning occurs, and the role of both instructor and student" Rather than focusing on the delivery of course content, readiness assessment is a process which allows lecturers to focus students on the application and analysis of course concepts using team-based activities (Cassidy, A. 2005). During 2006, a team-based learning approach was introduced into a course for business students in the Faculty of Economics and Business, University of Sydney. This paper presents a study on the use of Scantron technology and immediate feedback assessment technique forms (IF-AT) to help develop business students' understanding of team-based learning and improve students learning through assessment readiness processes. We present the comparison of assessment data collected from both students' individual and group results and results from an online survey conducted to evaluate student perceptions on this team-based learning approach. References
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| Paper | Layna Groen, University of Technology, Sydney
Title: Enhancing Learning and Measuring Learning Outcomes in Mathematics using Online Assessment Abstract: Recognition of the central role played by computational knowledge and skills in the study and practice of Mathematics lends an imperative to its effective assessment. This paper argues that computer-based assessment, in particular online assessment, is an appropriate media in which to assess these and other learning outcomes. This issue is examined through a case study of three Mathematics subjects that employ online assessment as part of their assessment design. The paper examines the rationale for the choice of the assessment media, describes the media and the assessment design, discusses issues associated with implementation, and describes some staff and student perspectives and outcomes. |
| Paper | Nicole Herbert, University of Tasmania
Title: Peer Assessment: Is it fair? Abstract: Team work can impact greatly on student learning and commitment, but it is challenging to determine a method of assessment that does not require lecturers to involve themselves intimately in the workings of each team. Team members are often the best source of meaningful data, and as a result, lecturers are including self and peer assessment. A common method of self/peer assessment is to have team members quantify their own contribution and that of team members. Opponents to this method of self/peer assessment are concerned about: the impact on minorities within teams (such as female or international students), how often individuals overly reward themselves and how often team members just indicate equal contribution. A web based peer assessment system has been developed and in use in a computer science course for over two years with over 25 teams each year. This offers an opportunity to do a numerical analysis of the practice of self/peer assessment. This paper investigates the following assertions: team members distribute amounts equally, team members give themselves the highest amount, team members are unwilling to give themselves the lowest amount, team members in minority groups are discriminated against. |
| Paper | Grant Keady, University of Western Australia, Gary Fitz-Gerald, RMIT University, Greg Gamble, Curtin University of Technology and
Chris Sangwin, University of Birmingham
Title: Computer Aided Assessment in Mathematical Sciences Abstract: The Computer Aided Assessment (CAA) systems treated in this paper* involve the delivery of questions across the web; * are underpinned by Computer Algebra (CA) packages. The CA underpinnings allow the students to to enter answers, have them parsed by the CA system, type-checked by the CA system, and then passed through a marking procedure which can recognize any correct form of the answer. The CA underpinning also allows one to generate model solutions (after due-dates) and to provide many forms of feedback. In this way, the systems are more for "Computer Aided Learning" than for "Assessment".These CAA systems have been successfully used in a moderate number of Mathematics Departments, but few Physics Departments. One function of the paper is to publicise them to a wider community. In particular, the underlying CA packages are widely used by physicists (and, in some cases, were written by physicists). As authoring for any of these CAA involves coding in the CA package underpinning it, physicist users of the same CA are well-placed to use the CAA systems. Information, and often guest logins, to some of the systems are available at
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| Paper | T.A.G. Langrish and H. See, University of Sydney
Title: Diverse Assessment Methods in Group Work Settings Abstract: The assessment scheme and mid-course feedback play a central role in the student's learning experience. However, within the student population there are many different perceptions of teaching and learning, and to accommodate these a diverse range of assessment and feedback activites are required. This issue is particularly important when group-orientated problem-based learning is employed, since much of the learning occurs within the groups and away from the direct supervision of the unit coordinators. We have explored a range of assessment styles in a suite of units of study in second year chemical engineering, centred around group-based project work. Group written project reports, interviews, confidential self and peer-assessments, individual laboratory reports, quizzes and a final examination have been used so far. Alignment of these assessments and teaching & learning activities with the learning outcomes guided our development of this framework, and this alignment has been verified by the students' results. The projects themselves are open-ended and present realistic engineering scenarios, including recommending the best type of artificial heart, the overall design of a desalination plant, and the design of a soap and cosmetics factory. A high level of student engagement and enthusiasm for the project work has been observed, arising mainly from the real-world nature of the projects, coupled with the stimuli provided by the range of assessment activities used. Currently, a new set of activities are being developed, centred around engineering scoping calculations - these individual assessable tasks will enhance each student's appreciation of the challenging and open-ended nature of the engineering discipline. |
| Paper | Raymond Lister, University of Technology, Sydney
Title: Driving Learning via Criterion-referenced Assessment using Bloom's Taxonomy Abstract: In the traditional norm-referenced approach to grading, students are graded to a "curve", usually the normal distribution. The danger is that the assessment tasks set are aimed at the zone of proximal development of the average student. A below-average student may find the task too challenging, while an above-average student student may not be challenged by the task; both are denied an opportunity to learn. In this paper we describe our criterion-referenced approach to assessment. In our approach, qualitatively different assessment tasks are set for different passing grades. Students can potentially choose their grade, by choosing the assessment tasks they will complete. The differences in the nature of the assessment tasks reflect the differing levels of Bloom's taxonomy. Students aiming for the lowest passing grade must satisfactorily complete assessment tasks located at the lowest two levels of Bloom's taxonomy: "knowledge" and "comprehension". A student must complete assessment tasks that demonstrate an understanding of the material presented in the subject, without requiring the student to manifest a significant capacity for problem-solving. Students aiming for the middle passing grades must complete the tasks for the lower passing grade, and also satisfactorily complete tasks aimed at the middle two levels of Bloom's taxonomy: "application" and analysis". These middle-level assessment tasks require the student to demonstrate their ability to analyze and/or solve structured problems. Students aiming for the highest passing grade must complete all assessment tasks for the lower grades, and also satisfactorily complete tasks aimed at the highest two levels of Bloom's taxonomy: "synthesis" and "evaluation". These upper-level assessment tasks require the student to (1) demonstrate creative solutions to loosely specified problems, and (2) peer evaluate the creative solutions developed by other students. Since few students aim to achieve the highest grade, these students can benefit from an interactive, small-class approach to teaching, even when the total enrollment in the class is large. This assessment approach has been used seven times across two undergraduate information technology subjects. The approach is applicable to subjects in other disciplines. Survey results indicate a high degree of student satisfaction with this assessment approach. |
| Paper | May, EL; Taylor, CE; Peat, M; and Quinnell, R, The University of Sydney
Title: Applications of student learner profiling: are our teaching and assessment practices serving student cohorts from different degrees equally well? Abstract: The ability to profile students by assessing their approaches to study and conceptions of discipline is valuable for educators at all levels. Detailed analysis of these factors has been undertaken in Science disciplines at the University of Sydney to (i) determine the academic profiles of students in the cohorts we teach; and (ii) determine whether our teaching practices and the learning environment we provide stimulate the development of the student profiles we regard as desirable in a Science graduate and, ultimately, the professional scientist. At tertiary level, this analysis is complicated by the various degree programs that intersect in compulsory or service units of study, particularly at the first year level, and we need to know that we are serving students in all degree programs equally well. Our first year Biology classes are large (up to 1500) and the unit Concepts in Biology (semester 1) is both a pre-requisite for further study in Biology and a compulsory service course for a range of degree programs (e.g. Medical Biotechnology, Pharmacy, Nutrition). We performed a cluster analysis on survey data combining measures of student approaches to study, conceptions of Biology and performance in assessment after completing one semester of Biology and examined the proportions of students in each of four clusters: two `positive' (deep achievers and enthusiastic biologists) and two with less desirable profiles (surface achievers and neutral). Chi-squared analysis indicated no significant difference in distribution of students enrolled in Arts, Science and Pharmacy between the four clusters (p = 0.104). A significant difference was, however, detected at the level of science degree program (p < 0.002), with the Bachelor of Science (Marine) and Bachelor of Science (including Advanced) contributing most to the difference. Implications of our analysis for informing attempts to improve Science curricula, teaching and assessment will be discussed. |
| Paper | Dr Michael Paton, University of Sydney
Title: Reflective Journals and Critical Thinking Abstract: This paper considers the efficacy of using reflective learning journals to encourage critical thinking, both for English speaking background and non-English speaking background students. The paper is based on qualitative research into some 750 learning journals completed over the past seven years for the first year Faculty of Economics and Business unit of study 'Communication and Critical Analysis', which has both English and non-English speaking background streams. It was found that the use of learning journals very much enhanced the understanding of critical thinking in a course centred on critical analysis from the perspective of history and philosophy of science and the language used to express such analysis in English. |
| Paper | Tania Prvan and Margaret Mackisack, Macquarie University
Title: Teaching applied statistics courses using computer laboratory final examinations Abstract: Courses taught in Applied Statistics, such as regression or multivariate analysis, tend to have the examination component based on a final written paper, either with computer output attached for interpretation or with summary statistics given so the calculator can be used to evaluate test statistics and hence make inference, or a mixture of both. Assignments may be based on students using a statistical package to do the analysis. The authors found this approach unsatisfactory. The first author trialled at the University of Canberra in 2001 both a mid semester computer based examination and final computer based examination with the students being allowed to use a variety of statistical packages. Student feedback was so favourable that she taught the course the following year in the same manner as well as a regression course. When she moved to Macquarie University she split the final examination for the third year regression course she was in charge of in 2004, 2005 and 2006 into a computer laboratory exam and a separate written paper. We have been unable to find more than a small number of other examples of this approach, which seems to have considerable promise as a way of implementing authentic assessment in applied courses. As well as case studies, issues associated with setting, running and marking such examinations are discussed. |
| Paper | Numtip Rattanawongchaiya and Kanlaya Naruedomkul, Mahidol University, Thailand, Nick Cercone, Dalhousie University, Canada and Booncharoen Sirinaovakul, King Mongkut's University of Technology, Thailand
Title: MULTI-DICTIONARY WITH WORD SENSE DISAMBIGUATION SYSTEM ARCHITECTURE Abstract: Much scientific knowledge has been published in English and the amount is growing daily. This wealth of scientific information makes English increasingly important to students who learn English as a second language. There are many challenges to learning English for novices such as learning a new vocabulary, learning English syntax and understanding the pragmatics of language use. It is particularly frustrating for such students to learn from scientific writing, since a number of scientific terminologies are rarely found in some dictionaries. In addition, another common student frustration is meaning selection from the different senses of a word. For the former problem, searching multiple dictionaries or encyclopedias can help to solve the problem nevertheless an unreasonable amount of time may be taken by students who manually search for words. Moreover, current technologies for electronic dictionaries do not provide sense determination. These technologies are inadequate for English-as-a-second-language students. For these reasons, we propose a system architecture which makes use of online dictionaries for use as a multi-dictionary from which students can search various dictionaries automatically. Our systems architecture also includes a word sense disambiguation (WSD) system to provide the appropriate meaning sense of a word. The system is able to automatically collate the diverse results returned from different dictionaries and determine in which sense a word is used in a given sentence. The benefit of searching several dictionaries is the variety of descriptions or explanations of a word for which student can better understand. In addition to these system benefits, students can better understand content by knowing what word meaning is being used in context. The word sense disambiguation system makes use of WordNet. The overall purpose of our system is to facilitate students to learn English from scientific writing. The evaluation results will show that this system satisfies requirements of English-as-a-second-language students. |
| Paper | Justin R. Read, Mark A. Buntine and Geoffrey T. Crisp, The University of Adelaide, Simon C. Barrie, Adrian V. George, Scott H. Kable, The University of Sydney, Robert B. Bucat, The University of Western Australia and Ian M. Jamie, Macquarie University
Title: The ACELL Project: student participation, professional development, and improving laboratory learning Abstract: The Australian Chemistry Enhanced Laboratory Learning (ACELL) project is designed to help improve the quality of learning in undergraduate laboratory exercises. This is achieved through two interlocking mechanisms. The first aims to build a database of experiments that are both chemically and educationally sound. These experiments are tested in a third party laboratory (usually through an ACELL workshop) to ensure that they work, and all materials necessary to run the experiment are peer-reviewed by both academic staff and by students. 33 experiments were submitted for evaluation at the most recent workshop (February 2006), from 27 different universities from Australia and New Zealand. Workshop testing of the experiments was completed by a team of 33 academic staff and 31 students from those universities. Student participation is integral to the ACELL process, ensuring that the students' perspectives are heard. The second mechanism aims to provide professional development for both staff and students, and is also run through the workshop process. Testing of experiments is undertaken by all delegates acting as students and actually doing the experiment. Evidence shows that this provides staff with a valuable reminder of laboratory work from a student's perspective, whilst also allowing students to better understand laboratory work from a staff perspective. In addition, the workshop process includes discussion of educational issues, both in abstract (through discussing laboratory learning in general) and concrete terms (through evening debrief sessions of each experiment tested). Involving students in the peer review process for final acceptance to the ACELL database not only ensures that experiments cater to the students' needs, but also provides those students with experience in reviewing others' work - a rare experience at undergraduate level. This presentation will discuss the design of the ACELL project, as well as illustrating some of its successes with evaluation data collected during and after the workshop. |
| Paper | Pauline M. Ross, Deidre A. Tronson and Susan L. Siegenthaler, University of Western Sydney
Title: Diversity in Assessment and Achievement of Cognitive and Affective Outcomes in the Teaching and Learning of Biology Abstract: Assessment is a fundamental driver of what and how students learn. When assessment tasks are embedded in the teaching and learning framework, there is a greater chance that students will achieve learning outcomes and be enriched by the experience. A diversity of assessment strategies are used in the teaching of Biology at the University of Western Sydney. These include self reflective and self-evaluative strategies, pre and post quizzes for lectures, writing of dialogue, creating cartoons to explain concepts as well as the more traditional strategies of mid term assessments and summative theory and practical assessments. The aims of these assessment tasks are to encourage deep understanding and knowledge and develop metacognitive and metalanguage skills. A key feature of these assessment tasks has been their design. The setting of explicit quality criteria, marking and feedback of assessment tasks has involved students and teaching assistants. To evaluate the success of these teaching, learning and assessment strategies, focus groups and surveys of students and teaching assistants were done in 2005 and 2006. Students identified that an important feature of the teaching, learning and assessment strategies was the personal investment by lecturers and teaching assistants. They highlighted that the connectedness that they felt towards the tasks was a major driver of their application and development of a deep level of understanding and interest in Biology. |
| Paper | Associate Professor Rosanne Taylor, University of Sydney
Title: Changing assessment practices. Planning and evaluating the impact of innovations on students experiences of assessment Abstract: Students in professional programs frequently have poor experiences of assessment. Traditional assessments, combined with heavy workloads, drive committed and enthusiastic budding professionals away from deep approaches to learning and towards less satisfying, superficial approaches that produce poorer quality outcomes. Our Faculty became aware of the adverse impact of poor assessment during implementation of our new curriculum which sought to better develop professional graduate attributes through student centred learning. Assessment was identified as a major obstacle to meaningful, lasting professional learning. Faculty combined the development of curriculum, innovation in assessment methods, development of staff skills in assessment with systematic use of evidence to improve practice to produce some sustained improvements in students perceptions of assessment. One initiative in the preclinical years which contributed was the introduction of integrated, authentic assessment tasks in 2002. These stimulated deep approaches and cross disciplinary learning through problem solving tasks. This shifted staff from the prevailing assessment methods of fact-based examinations, multiple choice and true/false questions to tasks that rewarded integration and application, both in their design and their marking. In order to achieve this shift Faculty developed an assessment blueprint for change, trained staff, gathered evidence on the impact of assessment on students and commenced systematic review and reflection on assessment practices. Staff skills were developed with workshops on assessment theory and practice and support for planning and marking the new forms of assessment. Students were invited to consider the implications of their learning approaches, through a self scored Biggs Study Process questionnaire discussion in class. The impact was sustained with acceptance of integrated tasks, new Faculty procedures for assessment quality assurance and development of a culture of innovation in teaching and assessment. The lasting changes in our learning and assessment methods have improved students perceptions of assessment and feedback, crucial aspects of the learning context |
| Paper | Sura Wuttiprom, Ratchapak Chitaree and Chernchok Soankwan, Mahidol University, Thailand,
Manjula Sharma and Ian Johnton, University of Sydney
Title: Student performance on open-ended questions in wave particle duality Abstract: In this paper, we describe research results of the performance of students in Thailand on a series of open-ended questions concerning some fundamental concepts in quantum physics about wave-particle duality. The questions were taken from the University of Maryland Tutorial1 and asked students to concentrate on the pattern appearing on the screen after electrons and light pass through a double slit. Some common conceptual difficulties were identified and analyzed. We found that many students were unable to interpret the meaning of wave-particle duality. Moreover, they have serious difficulties with classical prerequisites. The finding from this study will be used to develop a multiple-choice conceptual survey in quantum mechanics. It will be used in the first instance to compare Thai and Australian second year students. A copy of the Tutorial: Wave Particle Duality can be found at http://www.physics.umd.edu/perg/qm/qmcourse/NewModel/qmtuts.htm |
| Paper | Shelley Yeo, Curtin University of Technology
Title: Science and engineering students' beliefs about plagiarism: "It's only an assignment" Abstract: Despite being able to provide clear descriptions or definitions of plagiarism, first year science and engineering students have a range of ways of deciding what is right and what is wrong when faced with interpreting plagiarism incidents. Their own reasoning and values, and not their knowledge of formal policy and procedure, often guide these decisions. Issues that impact on their reasoning often involve assumptions about the purpose of assessment, intentionality, peer loyalty and collaboration, and may be influenced by gender and ethnic background. This research has shown that educating science and engineering students about plagiarism (and how to avoid it) must involve more than simply providing appropriate information; it must challenge some deeply held assumptions and values. |
| Paper | Alexandra Yeung, Adrian V. George, Michael M. King and Siegbert Schmid, The University of Sydney
Title: Testing the personalisation hypothesis in pre-laboratory e-learning environments Abstract: In recent times, there has been much research activity investigating best practices for design of multimedia instructional materials and for establishing effective e-learning environments. One area of such study has concerned the personalisation hypothesis, first proposed by Mayer1 in 2000. In short, the hypothesis is that student learning in virtual environments is better facilitated by the use of personalised text forms (first person, more conversational style) than by non-personalised text forms (third person, more formal style). Findings supporting the hypothesis have been based on students' performance on both retention and transfer tests, with most of the testing having been carried out in e-learning environments in the domains of physics1 and biology1,2,3. This work set out to test the personalisation hypothesis using first year university students studying chemistry. The e-learning environments chosen involved compulsory pre-laboratory activities, used to prepare students to carry out experiments in acid-base chemistry. Approximately 600 students took part in the project, covering a range of levels of prior knowledge within the domain. Retention and transfer tests were carried out immediately after students' had completed the pre-laboratory work and academic performance in this topic in the end-of-semester examination was also investigated. The importance of factors such as gender, language background, and learning style preferences were considered. This presentation will examine the background evidence for the hypothesis, and will report the findings from this investigation. The implications for the generality of the personalisation effect will be discussed, along with the implications for teaching and learning.
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| Paper | Felicia Zhang and Brett A. Lidbury, University of Canberra
Title: It's all foreign to me: Learning through the language of genetics and molecular biology Abstract: Anecdotal experience of tertiary education in undergraduate Molecular Biology and Genetics at the University of Canberra suggested that an early and persistent barrier to learning was the technical and scientific language of these disciplines. For the purposes of this project, the language spoken in lectures, tutorials and laboratory classes was seen as having strong parallels with learning to communicate in languages other than the student's native tongue. A language approach to teaching was thus adopted with tutorials designed to support language-centred learning through techniques applied to teaching foreign languages at the University of Canberra. Such techniques included word-by-word translation, use of diagrams and freehand drawings to describe concepts, and the eventual "translation" of the text into accessible English. This approach was supported by the online learning program Hot Potatoes that allowed the design of language-centred exercises such as gap-fill exercises on text and crossword puzzles. Student performance was examined longitudinally through performance in common assessment tasks from 2001 - 2004, compared to the 2005 Genetics language cohort. Statistical analysis was conducted to look at whether language learning led to significant increases in the proportion of students achieving credit grades or higher, and whether this style of science education resulted in a better result for Genetics compared to overall performance throughout their degree. This empirical approach was supported by the analysis of student feedback data designed to gauge the influence of language-centred teaching on the student experience of Genetics, as considered in the overall experience of their degree in Applied Science.Molecular Biology students enrolled in semester 1 2006 have weekly language-based tutorials in addition to traditional lectures and laboratory classes. Similar analyses of their academic performance and subject experience will be conducted at the end of semester, and the results considered together with the data from Genetics in 2005. |
| Poster | Eric J. Beh, University of Western Sydney & Shelton Peiris, The University of
Sydney
Title: Modes of Assessing a Student's Performance in Statistical Subjects - A Brief Look at the Pro's and Con's Abstract: The role of assessment tasks in statistics subjects plays a very important role in determining the level of understanding of the material being taught. There are many options that are available to the teacher, all of which are either beneficial or counterproductive for the students understanding of statistics. This paper will explore some of these options, and in particular, its use in first year service teaching units which is how most students learn of statistics. |
| Poster | Tania Blanksby & Chee Kai Chan, La Trobe University
Title: Feedback Assessment of Science report writing for 1st year Genetics students Abstract: Year one students entering university bring with them a diverse level of training in their secondary schools and show a range of different competencies in their ability to write a basic scientific report of their experiments. Increasing number of students from overseas have also express difficulties due a variety of reasons ranging from inadequate language skills to difficulties in understanding the expectations required. We approach this problem by providing those who are struggling in this aspect, a scheme of assessments in which students are given 2 cycles of feedback. All students are initially briefed on the correct aspects of writing the components of the report which include: the abstract, introduction, methodology, results, discussion and references. The students are then required to prepare their report. The first cycle of feedback is based on a peer review approach in which a check list of proper and improper styles and basic structures of a science report is used. The reviewing peer will help identify the presence or absence and the proper presentation of such components. They then are required to rewrite their report and resubmit. The resubmitted report is then assessed by the demonstrator. Assessment is based on a marking scheme which has been given to the students. Students whose English is weak will be have access to a workshop to learn the correct use of certain scientific phrases often employed in science report writing. We would like to present data showing the effectiveness of this scheme in enabling students to improve their science report writing skills. |
| Poster | David Easdown, University of Sydney
Title: A New Approach to Assignments and Exams in Mathematics Courses Abstract: In traditional mathematics courses students are given assignments to complete. These are marked, returned with detailed comments, and contribute some proportion, X per cent say, to their final grades. The number X is usually very low (typically 5 or 10), to offset problems with cheating and the danger of giving students too much credit for work that might have been done by others. The benefit of getting students actively involved in mathematics by completing tough assignments is seen as outweighing the effort disproportionate to the low percentage of credit and the disadvantages associated with cheating. Even though X per cent is low, students on the whole are very diligent handing in completed assignments. Certainly anecdotal evidence is strong that for a substantial number of students the activity is beneficial and the feedback useful. But there is also strong anecdotal and actual evidence that the traditional assignment system corrupts the final ranking of students, certainly in the pass to credit range, and damages the integrity of our courses and the ability of students to cope in subsequent years. (It is a constant refrain from lecturers that students in higher years have developed surprisingly little skill in writing mathematics.). Important questions should be considered: are traditional methods an intelligent use of our dwindling resources? To what extent do they facilitate learning? Can we tweak or adjust these methods to help students learn more and create fairer rankings and better predictors of how students will cope in subsequent courses? In this presentation, some new methods will be presented which link assignments to exams explicitly, and engage students in critical thinking and self-assessment. These methods and variations have been trialled in linear algebra and discrete mathematics courses in second year over the last decade. |
| Poster | N.J.Ekins-Daukes and J.O'Byrne, University of Sydney
Title: LabRAT - An Electronic Marking System for Laboratory Classes Abstract: An electronic laboratory marking system was recently developed and introduced into the junior physics teaching laboratory. The system allows tutors to enter marks into a central database directly using handheld PDA computers. The system has greatly reduced the administrative load in handling lab marks, but has also enhanced the student's experience of the lab. After the lab class has finished, students are able to check their marks online through a web-page. The students now regularly track their progress through the lab and can query potential recording errors as they arise. The system embodies the idea of continuous assessment, by giving up-to-date feedback to the 800+ students who pass through the lab each week. |
| Poster | G.K. Ellem, R.H. Dunstan, R.J. Tayler, E.A. McLaughlin, B. Nixon, J.W. Patrick , C.E. Offler and G.R. MacFarlane,
University of Newcastle
Title: Design of an enquiry-based `Practical Only' course for the teaching of Basis Skills in 1st year Biology. Abstract: 1st year Biology teaching at the Callaghan Campus of the University of Newcastle has undergone a significant reorganisation in 2006. The rearrangement was conducted with the aims of increasing flexible delivery, improving student learning, reducing overall teaching effort, targeting teaching effort to biology majors and standardising course delivery throughout the university campuses. Key to the reorganisation has been the separation of the practical and lecture components of 1st year into distinctly separate courses. The practical course runs only in semester 2 and is compulsory for students that intend to graduate with a major in biology. Students that do not intend to continue their biology studies past 1st year are not required nor expected to enrol in the course. Separation of the courses has allowed a renewed focus on basis skills including laboratory and field techniques, the scientific method and practice, report writing and personal interaction. In this paper we present the design of this practical course and explain the process and logic we have used in its construction. Skill acquisition is situated in authentic learning contexts, employing the University campus as a unifying theme. Through an enquiry- based approach, students learn how to think as scientists, posing and testing questions rather than `doing the experiment'. The process of building and reinforcing skills (scaffolded learning) and the use of assessment & peer interaction to facilitate the learning process is discussed. |
| Poster | Stephen Godfrey, Gina Carmody and Leigh Wood, University of Technology, Sydney
Title: Creativity in mathematics assessment Abstract: It is often said that to be a good mathematician you need to be creative. However this is not always shown in the assessment of first year Mathematics. So what does happen when encourage students to be creative in an assessment task? In many undergraduate mathematics courses most types of assessment is designed to see if the students understand what has been covered in lectures. Timed examinations and difficult assignments are the mainstay of assessment. This makes Mathematics assessment seem to be a hard slog. Indeed attempts to change this are met with resistance from students who do not believe that you can learn mathematics in other ways. This paper describes an innovative assessment task where students get to show their creative side. This is done by asking students to design objects in three dimensions with the aid of Mathematica. They have the options of using Cartesian, cylindrical and spherical coordinate systems as well as defining curves and surfaces parametrically. The object in the assignment changes each year but the task remains the same. We discuss the pedagogical elements used in the design of the task and the support given to students to achieve quality outcomes. We describe the benefits from student learning and hear from the students themselves as they describe how their learning has deepened - and also the fun and delight of their creative output. |
| Poster | RJ Kewley, Charles Sturt University
Title: Flexible Resources for Flexible Courses - are these really helping students perform in an assessment-driven learning environment? Abstract: At this university, second year biochemistry is taught concurrently in both the face-to-face and distance education modes. Consequently, a variety of different resources are made available through an online subject portal, to assist all students in their learning. However, despite the availability of different resources, assessment in biochemistry is still predominantly exam-based, and subsequently student learning remains focused on "what will be in the exam?". This study examined how students studying biochemistry differently perceived an array of flexible learning resources provided to them, and examined whether there was a relationship between overall subject performance and the usefulness of different flexible resources. Following the completion of an introductory biochemistry subject, face-to-face students were contacted and surveyed on their perceived usefulness of the different resources made available to them. Students who completed the survey also gave permission for their final grade to be compared to the results of their surveys. This paper discusses the types of resources made available to students and their perceived usefulness. Furthermore, this paper attempts to evaluate the possible effectiveness of flexible resources in assisting students in their preparation for exam-based assessment tasks. |
| Poster | Andrew Litchfield and Richard Raban, University of Technology, Sydney
Title: Peer Assessment and Feedback in Group Projects: IT Students Learning Professional Attitudes. Abstract: The ability to review and evaluate the work of others is one of the core skills for IT professionals. This paper discusses the design, development and impact of an online tool which develops student peer assessment, feedback and review skills when assessing individual contributions to large group projects. Through the last three semesters (since 2004) a new groupwork support system called Team Contribution Tracking (TeCTra) system has been trialed in the Faculty of IT at UTS. In many disciplines tertiary courses include capstone subjects involving projects that require large student teams. The common assessment strategy for groupwork of allocating the same mark to all team members is not adequate for capstone subjects as the project tasks are extensive, the teams are large in number (more than 4 members), extend for the whole semester and groupwork can constitute 100% of the final student assessment. The subject coordinator has limited opportunities to observe and assess the complex group and teamwork dynamics that are taking place. A peer assessment strategy is required (Goldfinch, 1990) which is ideally developmental, diagnostic and summative (Gatfield,1999). This ideal has been difficult to achieve (Lejk & Wyvill, 2001)(Li, 2001) and remains as an important and unresolved learning and assessment issue. TeCTra allows peer assessment and feedback - both quantitative and qualitative comment - throughout the duration of the project and thus it can formatively and positively influence individual contributions and behaviours within the team. The capacity for peer review facilitates diagnostic attributes and thus influences the project management process and outcomes. The tool also calculates summative peer assessment outcomes that guide the student's final mark and grade. The paper will provide further details of how TeCTra works and how peer assessment and feedback has influenced developmental, diagnostic and summative outcomes of large groupwork projects. |
| Poster | Peter Lockwood, Chris Guppy and Robyn Smyth, University of New England
Title: Should lectures be compulsory? Abstract: Undergraduate teaching units for internal students enrolled in agricultural science degrees at the University of New England typically involve 2 to 3 hours of lectures per week and a compulsory 3 hour practical class. Historically lectures have been optional for students, and many lectures are poorly attended. This has led to debate amongst teaching staff in the school about whether learning outcomes as measured by assessment grades would be improved if students were obliged to attend lectures, and a minority of unit coordinators have made their lectures compulsory. A study was carried out to assess the role of lectures in SOIL 220 (Introduction to Soil Science), a core unit with two non-compulsory lectures per week. Over 14 soil chemistry and physics lectures, average attendance was 54%. There was a significant but slight relationship between attendance and overall mark for the unit (p<0.001, r-sq = 0.36, n = 59). Six out of 59 students in the survey failed the unit, and none of these attended more than 50% of the lectures. Preliminary analysis of a comparison of the ranking of students by their final marks in SOIL 220 with a comparable core unit AGRO 223 with compulsory lecture attendance suggests that students who attended 50% or less lectures in SOIL 220 performed relatively better in AGRO 223 than in SOIL 220. This gives some support to arguments for compulsory lecture attendance based on assessment outcomes. However 73% of students would prefer lecture attendance to remain optional. Questionnaires indicated that poor student time management was mainly responsible for low attendance, and over 98% of students rated lectures the most valuable of their learning activities or resources. Students' unstructured responses indicated that a deleterious effect of making lectures compulsory could be more disruption from unengaged students and that the flexibility to manage their own study program was an advantage of non-compulsory lectures |
| Poster | G.K. Ellem and G.R. MacFarlane, University of Newcastle
Title: Assessment design for teaching of personal and team interaction skills Abstract: Science educators recognise that science is often a collaborative activity and consequently design their courses to include a significant group work component. Group work may have advantages in terms of peer assisted learning, time saving, safety and resource use. While in many courses students spend a significant amount of time in groups, little is provided in the way of useful tools for students in learning how to interact or successfully navigate group situations. Teaching group skills often consists of "go and work in a group" which can result in a negative experience for students and teaches them little about successful group interaction. In this paper we present a range of peer and self assessment activities which we have developed to assist students in engaging successfully in groups. The assessment activities are situated within authentic learning contexts i.e. model scenarios and activities which `real scientists' engage in as collaborative groups. The tools include a range of formative and summative components and require students to analyse the behaviour and contribution of group members including themselves, whilst simultaneously encouraging skill development in assessing the academic/scientific quality of group products. The tools are simple to use and may be easily introduced and adapted to many group scenarios. Benefits and pitfalls from our experience in implementing the tools are discussed as well as feedback on student perceptions. |
| Poster | Suchai Nopparatjamjomras, Ratchapak Chitaree and Chernchok Soankwan, Mahidol University, Thailand
Title: Teaching coloured perception to Thai students by inquiry Abstract: Coloured light and color perception are the scientific phenomena closing to every one. However, results from the preliminary work using conceptual test showed that the students taught with traditional teaching have a lot of misconceptions about colored light and colour perception. This conceptual test are composed of 6 open-ended questions used to probe the students' understanding of primary colored lights and their combination, colour perception under the white light or others colored light conditions and the phenomenon named "after image". This result implies that traditional teaching can not make the students to understand in these topics, clearly. Therefore we construct the colored light mixing box with removable light emitted diode (LED) sockets and use the white, orange, purple, red, green and blue LEDs as the light sources. Then we introduced this instrument into an interactive classroom with hands-on activities. As a result, students can learn and gain correct understanding of the phenomena of coloured light by themselves. |
| Poster | M. Radny and C.L. Waters, The University of Newcastle
Title: On the Notion of Conceptual Learning in Undergraduate Physics Abstract: Methods for improving the quality of student learning continues to be central to research and practice in teaching and learning in tertiary education. Extensive studies have shown that student learning approaches influence their learning conception and outcomes. In particular, it has been shown that learning as simple reproduction of knowledge leads to surface learning approaches, while learning as transformation of knowledge leads to deep learning approaches [1,2]. An important factor in the way students learn appears to be the way knowledge is structured when presented. In this paper we illustrate how concept maps of the hierarchical organization of cognitive structure may benefit the preparation, presentation and assessment of course material. The results of a comparison between the concepts presented with those actually assessed in a one semester first year university, introductory physics course show a large imbalance. Concept maps may be effectively used to improve the planning and structure of all components of course presentation in order to more realistically match assessment tasks. Concept maps also help develop relationships and perspectives related to the physics ideas by the students. We illustrate how the maps were used to organize the discussed concepts, and how the new concepts could be incorporated into the map so that the new knowledge becomes an integral part of the existing structure.
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| Poster | Jurgen Schulte, University of Technology, Sydney
Title: Delivering first year physics assignments with limited resources - An Australian three-centre study Abstract: Finding the right mix between first year physics face-to-face tutorial classes and student self guided study with assessable components has been subject to numerous studies over the past decades. The right mix is usually measured by the immediate outcome of a student's performance, i.e., the ultimate bottom line in the final exam. For effective teaching of first year physics students, small tutorial classes are very much desired by students and lecturers alike. Currently, physics majors have the unique privilege of having small tutorial classes. This is because of the number of students enrolled in science degrees, and in particular in physics, has been consistently low since many years. The number of teaching and tutorial staff too has declined in many physics departments throughout Australia; a consequence of budgetary constraints following a supply and market adjustment and a changing economic environment. Fortunately, for physics majors class sizes are not a constraining factor for quality face-to-face tutorials and continuous assignments. The situation is somewhat different for non-physics majors who only require a good physics foundation only during their first semester at university. Their background is diverse (biology; chemistry; civil-, computer-, electrical engineering; etc.) and class sizes in this study range from 120 up to 450 students, i.e., 60 to 150 students per lecturer. As a means to practice and test conceptual understanding of the topic as well as problem solving skills, regular assignments serve as benchmark for teachers and students alike. With 60 to 150 students per lecturer and a bare minimum approach for continuous assignments, say per semester five assignments with five problems each, a marker (which in Australia is usually the lecturer) is looking at 1,500 to 3,750 problems to mark; or a total of over eleven thousand problems for the big classes if the task of marking is not shared. In order to have sufficient time for face-to-face tutorial classes, some physics departments in Australia have joint the general international trend to move the task of delivering assignment, practise and tutorial problems and their marking and evaluation to an on-line system, either in-house developed or delivered by a third party. The aim of the presented three-centre research is to investigate students' acceptance and perception of the merit of a computerized assignment delivery and assessment system, and to find whether perception differs depending on class size and between schools. The study was carried out during semester 1, 2006, simultaneously at three physics departments; the University of Technology, Sydney, The University of Sydney, and The University of Wollongong. The survey is base on responses from a combined number of over 700 students. |
| Poster | Choksin Tanahoung, Ratchapak chitaree and Chernchok Soankwan, Mahidol University, Thailand and Manjula Sharma and Ian Johnston
The University of Sydney
Title: Surveying Thai and Sydney introductory physics students' understandings of heat and temperature Abstract: In 2005 a project was undertaken at Mahidol University of Thailand. The aim of the project was to measure introductory students' conceptual understanding of heat and temperature. In 2006 the project has been extended to the University of Sydney with the additional aim of comparing across the Universities. Students' conceptual understanding of heat and temperature is being measured using the Heat and Temperature Conceptual Evaluation (HTCE) 1 developed by Ron Thornton and David Sokoloff. The HTCE used at Mahidol University is a Thai language version, while that used at the University of Sydney is in English. A total of 910 Thai and 290 Australian students have been tested after standard first year university instruction on thermal physics. This paper compares Thai and Australian students' conceptual understandings post instruction. Preliminary findings indicate that both Thai and Australian students have significant misconceptions relating to phase change and quantity of heat transfer, but good understanding of boiling point. Commonalities indicate that the translation is valid/robust? In future, pre and post instruction comparisons will be made and study guides/teaching methods developed for introductory physics classes. Reference
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| Poster | Brian Yates, Julian Dermoudy, Christine Evans, Greg Hannan, Sue Jones, Kristen Karsh and Jon Osborn, University of Tasmania
Title: A generic approach for Science Abstract: How often do we hear of employers bemoaning the fact that a basic science degree does not equip graduates with the generic skills they require? (see, for example, The Australian page 44, 17 May 2006) Partly in response to this, our university and our faculty have developed policies relating to the teaching of generic attributes. But how might this be effectively accomplished? Recently we received a UTAS Teaching Development Grant to design a generic attributes curriculum for a range of disciplines across the Faculty of Science, Engineering and Technology. For each chosen discipline we have mapped current teaching against the generic attributes curriculum, developed discipline specific exemplars, developed tools to incorporate the learning objectives into coursework units, and considered the role of assessment in validating the uptake of generic skills. In this presentation we will give practical examples relating to chemistry and zoology, and discuss some of the successes and failures of our approach. A unique aspect of this project is that we have brought together staff from across a number of science departments together with support staff from two key areas that feed into the teaching and learning at our university. This team approach is essential if the skills acquired are to be truly generic. |
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