The Resource Centre contains practical material about good teaching and learning in the tertiary sector. The Resources can come from the Communities and Project Groups on the site. The Resources are high-quality, well-presented, evidence-based, and relevant to New Zealand.
Assessment includes assessment of learning and assessment for learning, such as formative and summative assessment, peer/group assessment, self assessment and issues such as plagiarism.
This overview 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).
VOCEDplus is a free international research database containing over 44,000 English language records, many with links to full text documents. The particular focus of VOCEDplus is research and statistics as it relates to education for work and beyond.
A collection of case studies written by, and for, academic staff, showcasing experiences of learning through assessment in a variety of contexts. Includes an introduction on ‘Assessing emergent professional expertise’
Effective Assessment in a Digital Age is aimed at those in higher and further education who design assessment and feedback for their learners. The guide draws on recent JISC reports and case studies from different contexts and modes of learning to explore the relationship between technology-enhanced assessment and feedback practices and meaningful, well-supported learning experiences.
Best practice recommendations for the use of technology to help students engage with their feedback have been identified from the research. The recommendations should be considered within the context of an institution where e-learning is characterised as a mainstream feature of the student experience.
This pilot project investigated the effectiveness of providing advanced second language (L2) learners with written corrective feedback. This paper reports the key findings of the study and includes recommendations for classroom application and further research.
This project is focused on defining 21st Century skills and developing ways to measure them using technology. It will also address the pedagogical implications and provide evidence on how the skills can best be developed in education.
The New Zealand Educational Theses Database contains 9000 Doctoral, Masters and Diploma theses in education topics about New Zealand and by New Zealanders at a wide range of overseas tertiary institutions.
This Australian project closely examined a number of areas associated with ensuring the provision of high quality legal education to achieve quality outcomes for a diverse range of students entering upon a course of study in law.
Engineering faculties across Australia are experiencing substantial pressure from industry, professional bodies and institutions to contextualise and embed graduate attributes in undergraduate programs. This project investigated good practice in the teaching and assessment of meta-attributes in engineering (reflective practice and systems thinking).
A study into practice education in urban planning, particularly the education that occurs when students take on professional work as part of their studies. This project involved those with an interest in planning education, including students, professionals, employers, educators, and professional bodies. Addresses issues of academic standards and assessment.
The idea for this online book of resources was to further intellectual discussion and debate about the scholarship of teaching and learning by showcasing research and scholarship on teaching and learning practice in the University of Sydney and demonstrating how such work had contributed to the improvement of teaching and student learning practice.
A UK website funded by JISC providing resources, training, advice and guidance to the education sector to help address growing concerns about plagiarism within the UK higher education and further education sectors. It provides a variety of resources and case studies.
This project was funded in Australia by the Carrick Institute for Learning and Teaching in Higher Education (ALTC) to address a tension that frequently arises in University teaching of Media and Communication in Australian universities: the need for collaborative group work on the one hand, and negative student attitudes to group assessment on the other.
This project aimed to refine a code of assessment for postgraduate research studies in dance in Australia, encompassing the two primary modes of investigation, written and practice-based theses, their distinctiveness and their potential interplay.
Includes a snapshot of the current state of play in academic integrity in Australasia and elsewhere (as at 2005), and a web-based portal to the collected information, including resources/information on Policy, Practice, Good Ideas, and Links to more information
The Learning Center is a US web-based resource designed to help educators and students develop a better sense of what plagiarism means in the information age, and to teach the planning, organizational, and citation skills essential for producing quality writing and research.
This Australian website presents a comprehensive picture of assessment practice and learning priorities in the biological sciences; incorporates specific examples drawn from undergraduate courses in a diverse array of life science disciplines; provides strategies and tips to guide good practice in assessment.
The purpose of this research study is to contribute to an understanding of what is required to enhance the assessment capability of tertiary education providers of learning in literacy, numeracy, and language.
The Centre for Recording Achievement (CRA) is a UK organisation. It seeks to ‘promote the awareness of recording achievement and action planning processes as an important element in improving learning and progression throughout the world of education, training and employment’.
These resources have been designed to assist teachers and tutors to assess students in Māori Business and Management programmes against the relevant unit standards registered on the National Qualifications Framework (NQF).
This study focuses on the 'assessing' aspect of tertiary teaching in a distance teacher education programme. It explores the perceptions of the role of written assessment feedback held by a cohort of students enrolled in The Open Polytechnic of New Zealand Diploma of Teaching (Early Childhood Education (a Level 7, distance teacher education programme using mixed delivery methods). The findings relate strategically and practically to other teacher education programmes—such as online programmes—by giving teacher educators a greater understanding of the nature and extent of written assessment feedback.