As an extensive body of research demonstrates, Assessment for Learning (AfL) practices can have a significant impact on student achievement in the schooling sector and over the last decade these practices have gained currency in higher... more
As an extensive body of research demonstrates, Assessment for Learning (AfL) practices can have a significant impact on student achievement in the schooling sector and over the last decade these practices have gained currency in higher education settings. Digital technologies are increasingly being embedded into university programmes, therefore it is important that the issue of quality learning as socio-political engagement in online higher education settings be carefully examined. In this article the authors, a group of pre-service teacher educators who work with students undertaking initial teacher training, explore key discourses that underpin the application of AfL in higher education digital contexts – eAfL (e-Assessment for Learning). In particular, we critique discourses of ‘learnification’, ‘responsibilisation’ and ‘performativity’ in relation to eAfL. We pose possibilities to be considered for the development of robust practices that promote agency and engage with students’ funds of knowledge, as the socially and culturally located knowledge, skills and dispositions that learners bring to higher education contexts.Charteris et al. e-Assessment for Learning (eAfL) in higher education: is it a wolf in sheep’s clothing?
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... as well as the extent to which teaching emphases are driven by pressures associated with nationalliteracy and numeracy testing. The potential consequences are exemplified by the relatively poor development of Environmental Education... more
... as well as the extent to which teaching emphases are driven by pressures associated with nationalliteracy and numeracy testing. The potential consequences are exemplified by the relatively poor development of Environmental Education as a cross-curricular theme in the ...
ABSTRACT This study investigates the relationship between learning approach and outcome for distance and on-campus first-year biology students. It uses a topic-specific version of the Study Process Questionnaire, recent articulations of... more
ABSTRACT This study investigates the relationship between learning approach and outcome for distance and on-campus first-year biology students. It uses a topic-specific version of the Study Process Questionnaire, recent articulations of the Structure of Observed Learning Outcome (SOLO) model and individual interviews. Deep approaches were related to better quality SOLO categories of learning outcomes, but many students appeared to adopt a mix of surface and deep approaches to learning, or used little of either, and demonstrated poor quality learning outcomes. A strong approach/outcome relationship was not evident for the younger on-campus cohort. It is argued that these results highlight the need to look beyond learning approaches towards more multidimensional and integrative perspectives of student learning.
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... 1999), in a problem-based learning approach to first-year computer science (Peat and Hewitt, 1998), in oral presentations in pharmacology (Brown and Knight, 1994), and in assessment of student posters in biology (Gar-vin et al., 1995,... more
... 1999), in a problem-based learning approach to first-year computer science (Peat and Hewitt, 1998), in oral presentations in pharmacology (Brown and Knight, 1994), and in assessment of student posters in biology (Gar-vin et al., 1995, as cited in Bourner, Hughes, and ...
... Quinn 1 and Pierre Clément 2 1 University of New England, Armidale, Australia: fquinn@une.edu.au 2 S2HEP, University Lyon 1, Université de Lyon, France Pierre.Clement@ univ-lyon1.fr ... The gender gap in unpaid work is larger in... more
... Quinn 1 and Pierre Clément 2 1 University of New England, Armidale, Australia: fquinn@une.edu.au 2 S2HEP, University Lyon 1, Université de Lyon, France Pierre.Clement@ univ-lyon1.fr ... The gender gap in unpaid work is larger in Australia than France (Craig & Mullen ...
This paper aims to extend previous research into learning of tertiary biology, by exploring the learning approaches adopted by two groups of students studying the same first-year biology topic in either on-campus or off-campus “distance”... more
This paper aims to extend previous research into learning of tertiary biology, by exploring the learning approaches adopted by two groups of students studying the same first-year biology topic in either on-campus or off-campus “distance” modes. The research involved 302 participants, who responded to a topic-specific version of the Study Process Questionnaire, and in-depth interviews with 16 of these students.
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ABSTRACT This article describes a pilot academic mentoring program carried out over one semester in The Faculty of the Sciences at a regional Australian university. The program employed a science and education specialist in the faculty to... more
ABSTRACT This article describes a pilot academic mentoring program carried out over one semester in The Faculty of the Sciences at a regional Australian university. The program employed a science and education specialist in the faculty to provide an avenue of help to first-year science students at risk of failing, to identify some of the barriers to their performance, and to thereby enhance student success and retention. The mentor found that many students who had already failed one major exam were at least as motivated, and studying as many hours, as their more successful counterparts, though they attended fewer lectures and found their units of study more difficult. Despite relatively low numbers of self-referring students, the program was viewed favourably by all students that sought mentoring assistance. On the basis of the pilot, the mentor program has been continued for a further three years.
Meiosis is a biological concept that is both complex and important for students to learn. This study aims to explore first‐year biology students' explanations of the process of meiosis, using an explicit theoretical... more
Meiosis is a biological concept that is both complex and important for students to learn. This study aims to explore first‐year biology students' explanations of the process of meiosis, using an explicit theoretical framework provided by the Structure of the Observed Learning ...
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Frances Quinn and Julie Godwin. Teaching and Learning Centre & The Faculty of The Sciences. ... Outcomes of this review included reduction of science content by 30% in First Year and choice of units introduced within the BRurSc degree... more
Frances Quinn and Julie Godwin. Teaching and Learning Centre & The Faculty of The Sciences. ... Outcomes of this review included reduction of science content by 30% in First Year and choice of units introduced within the BRurSc degree program (Passey, 1996). ...
... of importance to several factors within science education itself: in the new context, the following three factors appear to ... to be made aware that their advice about subject and career choices have a greater influence on... more
... of importance to several factors within science education itself: in the new context, the following three factors appear to ... to be made aware that their advice about subject and career choices have a greater influence on students' decisions than teachers generally believe. ...
Studies into student learning in higher education, from different perspectives and methodologies, have converged to offer strong support for two fundamentally different approaches that tertiary students take to their learning. These... more
Studies into student learning in higher education, from different perspectives and methodologies, have converged to offer strong support for two fundamentally different approaches that tertiary students take to their learning. These concepts are now referred ...
The environmental, social and economical dimensions of ESD include human rights as equality of all the human beings independently to their gender, ethnic group, religion or sexual orientation. To analyse teachers' conceptions on... more
The environmental, social and economical dimensions of ESD include human rights as equality of all the human beings independently to their gender, ethnic group, religion or sexual orientation. To analyse teachers' conceptions on environment and on human rights, and to identify eventual links between them and with controlled parameters, a large survey has been done in 24 countries (8 749 teachers). The data are submitted to multivariate analyses. In the less developed countries, the teachers' conceptions are more ...