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Tertiary Assessment & Higher Education Student Outcomes - Policy, Practice & Research

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Posted by: ako_admin (Ako Administrator) on 31 July 2009 - 4:04pm

This book is based on papers presented at the Symposium on Tertiary Assessment and Higher Education Student Outcomes in November 2008.

The symposium and this book were supported by the Teaching and Learning Research Initiative, TLRI contract 9233, funded through Vote Education and administered by the New Zealand Council for Educational Research (NZCER).

Edited by:

  • Luanna H Meyer
  • Susan Davidson
  • Helen Anderson
  • Richard Fletcher
  • Patricia M Johnston
  • Malcolm Rees

Date: 2009

Hardcopies of this book are available for $49.95 from Ako Aotearoa. Contact a.tailor@massey.ac.nz or 04 801 0808 to order.

 

See also:

Tertiary Assessment & Higher Education Student Outcomes: Policy, Practice & Research - summary document.

This overview document which is designed for senior academic managers and academic boards who have responsibility for the development, implementation and quality assurance of assessment policy and practice in their tertiary education institutions and organisations (TEOs). It's available in full here.

Further information about the Symposium on Tertiary Assessment and Higher Education Student Outcomes, including presentations and handouts is also available at www.victoria.ac.nz/education/symposium

Table of Contents

  • Editorial Board
  • Editorial Advisory Board
  • The Contributors
  • Introduction and Acknowledgments
  • SECTION 1: ASSESSMENT POLICY AND QUALITY ASSURANCE
    • Overview
    • Chapter 1 - Relativity of assessment within a modular assessment system in higher education: The case of New Zealand's NZQA Framework - Boaz Shulruf, John Hattie, & Sarah Tumen
    • Chapter 2 - Reflections on postgraduate completions: Exploring links between skills and results - Kay Fielden
    • Chapter 3 - Authentic assessment strategies from three New Zealand tertiary organisations: A rich resource - Jane Stewart, Jill Musgrave, & Rosanne Matheson
    • Chapter 4 - The reliability of essay scores: The necessity of rubrics and moderation - Gavin T. L. Brown
    • Chapter 5 - Unit standard based assessment involving official statistics: An evaluation of four assessment tools - Murray Black
    • Chapter 6 - An investigation of assessment policy and practice in New Zealand higher education institutions - Susan Davidson, Helen Anderson, Malcolm Rees, Lynanne McKenzie, Luanna H. Meyer, Patricia M. Johnston, & Richard B. Fletcher
  • SECTION 2: RESEARCH-LED ASSESSMENT OF LEARNING OUTCOMES
    • Overview
    • Chapter 7 - Learning-oriented assessment: principles, practice and a project - David Carless
    • Chapter 8 - You let them talk in lectures? Student discussion as formative assessment - Alison Campbell
    • Chapter 9 - Pedagogy v efficiency: The challenges of facing large classes - Grant Morris
    • Chapter 10 - Does electronic submission and computer-assisted assessment of written work facilitate higher quality learning by students? - Gerry Rayner
    • Chapter 11 - Do weekly online revision assessments enhance first year student pass rates? - Jim Clarke, Wilma Tielemans & Isabelle Hoong
    • Chapter 12 - “Ka pai – well done”: Student teacher perceptions of assessment feedback in distance learning - Valerie Margrain, Liz Everiss, Trish Murphy, Angela Edlin, Jenny McClew, & Anne Meade
  • SECTION 3: ASSESSING GRADUATE ATTRIBUTES
    • Overview
    • Chapter 13 - Assessing affective attributes at all levels of higher education - Kerry Shephard
    • Chapter 14 - Can portfolios promote quality learning? - Liz Jones
    • Chapter 15 - A practical method for assessing critical thinking and communication - Hannah Buckley & Roddy Hale
    • Chapter 16 - Designing assessments to support critical thinking - Martin Turner
    • Chapter 17 - Returning to a richer landscape: The embedding of reflection in an additional language teacher education programme - Dorothy Spiller & Nicola Daly
  • SECTION 4: CULTURAL AND LINGUISTIC ISSUES
    • Overview
    • Chapter 18 - To the highest degree: improving outcomes for Māori students in tertiary education - Elizabeth McKinley
    • Chapter 19 - Assessment and Chinese university students in New Zealand: The impact of perceptions of assessment types on the study habits and motivation of Chinese undergraduate students in a New Zealand university - Carolyn Tait
    • Chapter 20 - An overview from different perspectives: Culturally competent assessment in a multi cultural environment - Tahera Afrin
    • Chapter 21 - Reviewing culturally responsive assessment policies relating to Indigenous tertiary education in very remote communities of the Northern Territory of Australia - June Slee & Brenda Keenan
  • SECTION 5: FINAL WORDS
  • Appendix: Full list of Symposium presentations with abstracts