References
Last updated by: ako_admin (Ako Administrator) on 3 August 2009 - 5:43pm
Referenced papers presented at the Symposium on Tertiary Assessment, 17–19 November, 2008:
- Afrin, T. An overview from different perspectives: Culturally competent assessment in a multicultural environment.
- Anderson, H., Lopez, M., Clarkson, D., Fourie, W., & Faleolo, M. Purposes, practices and standards in tertiary assessment: The students’ view.
- Banta, T.W. Profiles of good practice in assessing student learning outcomes.
- Baxter, D. & Dudley, D. Assessing levels of student understanding in teacher education using a SOLO taxonomy.
- Black, M. Unit standard based assessment involving official statistics: An evaluation of four assessment tools.
- Brown, G. Assessing with essays: Sources of error and mitigating responses.
- Buckley, H. & Hale, R. A practical method for assessing critical thinking and communication.
- Campbell, A. You let them talk in lectures? Student discussion as formative assessment.
- Carless, D. Learning-oriented assessment: Principles, practice, and a project.
- Clarke, J., Tielemans, W., & Hoong, I. Do weekly online revision assessments enhance first year student pass rates?
- Daly, N. & Spiller, D. Reflective moments: Investigating the benefits of reflection assessments in an additional language teacher education programme.
- Davidson, S., Anderson, H., Rees, M., McKenzie, L., Johnston, T., Fletcher, R., & Meyer, L. An investigation of assessment policy and practice in New Zealand higher education institutions.
- Emerson, L. & MacKay, B. Online vs paper-based formative assessment in the writing classroom.
- Emerson, L., Stevens, S., & Muirhead, J. Scaffolding the writing process in a large first year science class.
- Faleolo, M., Clarke, J., & Milne, J. What is culturally appropriate assessment?
- Fielden, K. Reflections on postgraduate completions.
- Gallagher, P. The assessment of practice: A complementary perspective.
- Graham, S. Utilising conceptual frameworks to map ‘naturally occurring’ self assessment in tertiary educational contexts.
- Hattie, J. The black box of tertiary assessment.
- Hoani, S. & Malcolm, A. Aromatai Wānanga.
- Hoare, K., Gallagher, P., & Bland, M. The impact of a change to assessment policy on students from a NZ School of Nursing.
- Jones, L. Can portfolios promote quality learning?
- Lopez, M., Clarkson, D., Fourie, W., Lopez, D., & Marais, K. A learner perspective on self assessment.
- Marais, K., Clarkson, D., Fourie, W., Lopez, M., & Lopez, D. A learner perspective on peer assessment.
- Margrain, V. & Everiss, L. “Ka pai, well done”. Perceptions of assessment feedback purposes and practices from a cohort of distance student teachers.
- Maxwell, A. Content-positive humanities assessment.
- McPhun, H. Engage, motivate, then assess.
- Morris, G. Pedagogy v efficiency: How to effectively assess classes of over 600 students.
- Owen, H. & Martin, H. Using online tools to provide relevant, authentic and timely assessment.
- Panko, M. Online assessment: Milestones or hurdles?
- Rayner, G. Does electronic preparation, submission and assessment of first year biology student practical reports facilitate higher quality learning by students?
- Ruhnayat, R. Overseas higher education qualification assessment: Meeting the global trends.
- Shephard, K. Assessing hard-to-measure learning: Affective attributes at all levels of tertiary education.
- Shulruf, B., Hattie, J. & Tumen, S. Relativity of assessment within a modular assessment system in higher education: the case of New Zealand’s NZQA
framework. - Slee, J. & Keenan, B. Reviewing culturally inclusive assessment policies relating to indigenous education in the Northern Territory of Australia.
- Stewart, J., Musgrave, J. & Matheson, R. Authentic assessment strategies from three New Zealand tertiary organisations: A rich resource.
- Tait, C. The impact of perceptions of assessment types on the study habits and motivation of Chinese students.
- Tickner, S., Hill, D. and Gallagher, G. Online group and peer assessment in teacher education.
- Tweed, M. & Wilkinson, T. Insights gained from considering educational assessment as a diagnostic test.
- Wright, L., Stephenson, A., Wansbrough, D. & Mortlock, A. Practising peer assessment: four teacher-educators’ experiences.
These papers are published in Tertiary Assessment & Higher Education Student Outcomes: Policy, Practice & Research
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