Towards a theory and practice of policy engagement : higher education research policy in the making

Academic engagement with higher education research policy in Australia, and with education policy more generally, is in crisis. This time around, it is not just that our theoretical tools are blunt and irrelevant (Ball 1990), so are our politics. It seems our attention has been so consumed by ‘what is policy’ (Ball 1994a) and with challenging its claims to authority, that we have missed or ignored imperatives to engage with its production. Even though some have attempted contributions, for the most part we have been ‘coerced into an era of cooperation’. Getting ourselves out of this mess will take more than just better theories and new politics. It will require a degree of cooperation, to advance a theory and practice of policy engagement and to re-establish a field of education that resists the tendency to fragment and/or the temptation to defend itself ‘against’ policy. In this paper I attempt an assessment of where we are theoretically and politically with regard to education policy and where we need to look to find new forms of policy engagement. By way of illustration, I draw on examples from AARE (the Australian Association for Research in Education) and the Australian RQF (Research Quality Framework) although the analysis is by no means restricted to these.

Student responses to questions about assessment practices across three different countries

This dataset relates to the assessment practices used in the RMIT School of Accounting and Law in programs taught in Melbourne, Singapore and Hong Kong between 2005 and 2006. These assessment parctices were examined to determine, first, how they measured students’ attainment of the profession’s generic skills, and second, whether different approaches to assessment were taken across the three locations. The students enrolled in these programs were investigated - their cultural backgrounds, their prior learning experiences, their assessment practices and their performance in assessment. At the same time, consultations were held with teaching staff and with employers across the three locations to determine their views about assessment and student and graduate quality. Finally, as a result of the feedback from the previous stages, a number of different approaches to assessment were trialled and evaluated.

A new era for research education in Australia?

Use of the Australian research assessment exercise, Excellence in Research for Australia (ERA) to influence the policy and practice of research education in Australia will undoubtedly have many consequences, some of them unintended and potentially deleterious. ERA is a retrospective measure of research quality; research education is prospective.

Primary science education : reality or myth

Amidst an international call for a re-formed and re-envisaged science education agenda, the actual state of teaching science in primary schools is still much the same as it was 15 years or more ago. Whilst much research has provided insights into possible approaches for primary science education, we still find ‘blockers’ to a fully implemented science curriculum in schools. Pre-service teachers, as part of their assessment in a science education unit, interviewed primary teachers and asked the reason behind the approach to science in schools. The responses were varied, with some schools and teachers paying lip service to science education, whereas, in schools where science is a critical element of the curriculum, it is still mainly through the driving force of one enthusiastic teacher. This research will report on the aggregated responses from the surveys and attempt to identify possible ways forward, as suggested by data analysis.

Video capture : pre-service teacher reflection, assessment or both

This paper reports on a small trial with 6 pre-service teachers who videoed their own teaching practices. The pre-service teachers used the tool to reflect on practice and to enhance their own understandings of themselves as teachers. The initial footage was used to by the pre-service teachers to gauge quite specific elements of their teaching: for example, were they asking effective questions, or were they responding appropriately to questions children asked and as always, what management strategies seemed to be working? Critical feedback from other students was initially „less than critical‟, but again over time, this also appeared to sharpen as they had more opportunity to use the technology. Initial embarrassment of being on screen was replaced with a professional approach to seeing the video as a tool for providing the opportunity to systematically deconstruct practices and for providing concrete feedback for improvement. Used in conjunction with teaching preparation courses, the videoed segments of teaching practice could be used to highlight exemplars, to show what actually happens in classrooms and to explain certain practices. Cunningham and Benedetto (2002) state “Recent developments in digital video technologies permit teacher candidates to collect, review, and manipulate video to demonstrate their growth as a professional and as a reflective practitioner.” However, in the development of the trial, the issue was raised by the pre-service teachers that they would be interested in keeping the videos as evidence of their teaching competence to be used in applications for teaching positions. In the small trial, ethics permission had not been gained for that to happen, but it is certainly a valid and viable possibility for the future. Currently prospective employers have to rely on paper applications which respond to selection criteria, evidence from pre-service teachers‟ teaching rounds and the subjective impressions of an interview. If students were able to present a 5 minute segment of them teaching, it might count for much more than any other evidence. Video capture of teaching practice would provide potential employers with an indication of a pre-service teacher‟s management strategies, relationships with children and a snapshot of a pre-service teacher‟s instructional practice. The idea of video-capture as a tool for pre-service teachers to illustrate teaching capabilities will be more fully investigated in this paper.

Alternative dimensions in assessment : an overview

This four-part paper is the 'highlights' of the 2009 Australian Technology Network conference, 'Assessment in Different Dimensions: a conference on teaching and learning in tertiary education', held at RMIT University, 19–20 November 2009.

The main theme of this paper is an exploration of how 'progressive and innovative' assessment techniques from other higher education providers might be used to 'progress and innovate' the assessment of Media and Communication students at Deakin University.

As lecturers and tutors have traditionally had almost total control over the learning and assessment environment, for most students, the approach to assessment has changed little. The arrival of 'new media', 'digital culture' and 'dispersed learning' threatens this stability and control. Students are now able to operate in a more open, collaborative, interactive and distributed manner, and this fact challenges many of the traditional perceptions about what constitutes a 'university experience' and what are now 'appropriate' assessment tasks (Crisp 2009).

Each of the four speakers will present a 'spotlight' initiative from the 2009 Australian Technology Network conference, describing how each assessment innovation might be useful to (a) confront our current ideas and values around what is 'good' and 'bad' assessment; (b) explain why some assessment myths are 'hard to shift'; and (c) suggest how these new approaches might be useful in the years to come.

A comparative study of effectiveness of peer assessment of individuals’ contributions to group projects in undergraduate construction management core units

In recent years, various forms of group work have been introduced in university courses across various subject domains, including construction management courses. Although the use of group work in higher education has sound pedagogical reasons and advantages, group work has its own drawbacks. Therefore, the acceptance by students and the success of group work critically depend on a fair and credible assessment of the group process. In this paper, the implementation of different approaches to peer assessment (PA) of individuals’ contributions to group projects in two core units in an undergraduate construction management course in an Australian university is reported. The effectiveness of the adopted PA approaches have been evaluated and validated by students. It has been found that contrary to doubts of the sufficiency of a simplistic approach to PAs, the fairness of a PA approach does not necessarily depend on its complexity. Besides, voluntary group discussions, learning and collaboration are found to aid in improving each of the group’s camaraderie. Hence, it is recommended that academics should develop both a structured methodology to progressively encourage group members to work cohesively in teams and effective PA approaches that measure individual member’s contribution.

Markers assistant – a software solution for the management of the assessment process

Technology-mediated instruction is changing the educational environment by adding another dimension to teaching and learning. Despite the advances in technology and the way we use technology, little attention has been given to providing technology solutions that help create, conduct, and manage the central task of assessment. Software to manage and conduct assessment presents many challenges. This article examines a stand-alone, flexible software environment designed to provide all the tools required to view, mark, store, and deliver results efficiently while improving the feedback to the students. A description of the software and its functions, the techniques and methods developed to overcome the limitations that software presents when used to conduct assessment is examined. Case studies are presented that describe: (a) the types of assessment the software has been used to conduct and manage; (b) the types of problems that were encountered; and (c) the solutions and techniques that were discovered and used to overcome the problems.

Overcoming inconsistencies in placement assessment : the case for developmental assessment centers

Placements are integral to many university courses and to increasing student employability skills. Nevertheless, several complications, such as the assessment of placement experiences which often go against the principles of procedural justice, may limit placement effectiveness. For example, procedures are not applied uniformly across students; and evaluations of intangible qualities are susceptible to biases. As a result, effort and learning can be compromised. This paper advocates the use of developmental assessment centers to help solve these shortcomings. Developmental assessment centers are often used in organizations to evaluate capabilities of individuals and to facilitate development. Participants complete a series of work related and standardized tasks. Multiple raters then utilize a systematic approach to evaluate participants on a range of competencies, and consequently present constructive feedback to facilitate learning. Therefore, developmental assessment center principles match the key determinants of procedural justice and thus overcome many problems with traditional placement assessments.

A prospective study of the effect of education on non-compliant behaviour in contact lens wear

The contact lens practitioner and patient present a specific case for the study of non-compliance in areas such as hygiene, solution use, appointment attendance and wearing times. Education is one of the factors thought to influence compliance among patients in general health care situations and contact lens practitioners are encouraged to educate patients in the care and maintenance of contact lenses. A prospective, randomized, controlled and double masked study was performed to assess the effect of a‘compliance enhancement strategy’ on levels of compliance among contact lens wearers over twelve months. Eighty experienced contact lens patients were randomly allocated to two experimental groups. A standard level of contact lens instruction was applied to the first group and in addition the compliance enhancement strategy was applied to patients assigned to the second group. The strategy consisted of extra education for patients using a video, booklets, posters, a checklist and a health care contract. Patients were given free supplies of RelMu multipurpose solution and Medalist 38 soft contact lenses IBausch and Lomb, Rochester. New York). Compliance levels were assessed at a twelve month aftercare appointment by demonstration and questionnaire. The results indicate that the compliance enhancement strategy had little significant effect on the compliance levels of the patients to whom it was applied. The population of contact lens wearers were generally very compliant and the contact lenses and care regimen were clinically successful. The possibility that the assessment of non–compliance was not adequately sensitive to highlight small differences in non-compliant, behaviour is discussed. The standard level of eduction applied to this sample of contact lens patients was adequate to ensure generally high levels of compliance with the simple care and maintenance regimen recommended.

Reporting large-scale assessment on a single formative-summative scale

This thesis explored the possibilities for effective formative-summative reporting of large-scale assessment programme data. The result was the creation of an interactive reporting format that provides teachers with feedback on students’ performance in a form, defined by the teacher, to assist in the preparation of effective educational experiences for students.

Literacy in early childhood and primary education : issues, challenges and solutions

Literacy in Early Childhood and Primary Education provides a comprehensive introduction to literacy teaching and learning. The book explores the continuum of literacy learning and children's transitions from early childhood settings to junior primary classrooms and then to senior primary and beyond. Reader-friendly and accessible, this book equips pre-service teachers with the theoretical underpinnings and practical strategies to teach literacy. It places the 'reading wars' firmly in the past as it examines contemporary research and practices. The book covers important topics such as assessment, multiliteracies, reading difficulties and diverse classrooms. Each chapter includes learning objectives, reflective questions and definitions of key terms to engage and assist readers. Written by an expert author team and featuring real-world examples from literacy teachers and learners, the book will help pre-service teachers feel confident teaching literacy to diverse age groups and abilities.