References

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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