A review of mathematical equations to assign individual marks from a team mark

BACKGROUND : Team-based learning is an integral part of engineering education today. Development of team skills is now a part of the curriculum at universities as employers demand these skills on graduates. Higher education institutions enforce academic staff to teach, practise and assess team skills, and at the same time, they ask academic staff to supply individual marks and/or grades. Allocating individual marks from a team mark is a very complex and sensitive task that may adversely affect both individual and team performance. A number of both qualitative and quantitative methods are available to address this issue. Quantitative mathematical methods are favoured over qualitative subjective methods as they are more straightforward to explain to the students and they may help minimise conflicts between assessors and students. PURPOSE : This study presents a review of commonly used mathematical equations to allocate individual marks from a team mark. Quantitative analytical equations are favoured over qualitative subjective methods because they are more straightforward to explain to the students and if explained to the students in advance, they may help minimise conflicts between assessors and students. Some of these analytical equations focus primarily on the assessment of the quality of teamwork product (product assessment) while the others put greater emphasis on the assessment of teamwork performance (process assessment). The remaining equations try to strike a balance between product assessment and process assessment. The primary purpose of this study is to discuss the qualitative aspects of quantitative equations. DESIGN/METHOD : This study simulates a set of scenarios of team marks and individual contributions that collectively cover all possible teamwork assessment environments. The available analytical equations are then applied to each case to examine their relative merits with respect to a set of evaluation criteria with exhaustive graphical plots. RESULTS : Although each analytical equations discussed and analysed in this study has its own merits for a particular application scenario, the recent methods such as knee formula in SPARKPLUS and cap formula, are relatively better in terms of a number of evaluation criteria such as fairness, teamwork attitude, balance between process and product assessments etc. In addition to having all favourable properties of knee formula, cap formula explicitly considers the quality of teamwork (i.e., team mark) while allocating individual marks. Cap formula may, however, be difficult to explain to the students due to relatively complex mathematical equations involved. CONCLUSIONS : Not all existing analytical equations that allocate individual marks from a team mark have similar characteristics. Recent methods, knee formula and cap formula, are advantageous in terms of a number of evaluation criteria and are recommended to apply in practice. However, it is important to examine these equations with respect to enhancing students’ learning achievements rather than the students and academic staff’s preferences.

Readiness for interprofessional learning : a cross-faculty comparison between architecture and occupational therapy students

Health and wellbeing includes a need for built environments to accommodate and be inclusive of the broadest range of people and a corresponding need to ensure graduates are ready to engage in this field of interprofessional and inter-industry practise. All too often, interprofessional education in higher education is neglected with a tendency towards educational silos, particularly at a cross-faculty level. This paper reports on an initiative that embedded universal design practice education into the curricula of first year architecture and third year occupational therapy students and evaluated the impact on students’ readiness for interprofessional learning. The Readiness for Interprofessional Learning Scale (RIPLS) was given to students at the beginning and end of the semester during which students participated in a variety of online and face-to-face curriculum initiatives. Results showed that at the beginning of semester, occupational therapy students were significantly more positive about interprofessional learning than their architecture counterparts. Post-results showed that this trend continued but that occupational therapy students became less positive on some items after the interprofessional learning experience. This study provides insights into the interprofessional learning experiences of a group of students who have not previously been studied within the available literature.

Myths, mysteries and mates : the experiences of culturally diverse early childhood student teachers.

An initial finding of a PhD study to explore the experiences of culturally diverse early childhood student teachers was that participants found the first year of study the hardest, with peer friendships being critical to success. Through narrative interviews, recent early childhood teacher education graduates reported that making friends proved to be an important survival strategy, restoring a positive sense of self. Vartuli (2005) highlighted the importance of positive self-perception in student teachers, linking this to ongoing teaching practice. This paper discusses the importance of student friendships in relation to successfully completing the first year of teacher education.

The value of circles and the dangers of straight lines

This article focuses on how respectful learning relationships based on reciprocity between a Anglo-western raised educator and South Sudanese Australian students and graduates in social work and welfare courses in a regional location have (re)shaped the development of a research process. A reflective critique is intertwined with a description of my search (as an experienced practitioner but new researcher) for an appropriate ethical cross cultural framework for researching and advocating with a small ethnic population in a regional location. This includes a description of the process of exploring the need for, and positioning of, changing and re-creating relationships between the ‘researcher(s)’ and the ‘researched’ as co-authors; co-researchers; collaborators and participants to address issues of selfdetermination and power in the context of cross cultural research, education and human rights. The motivation to research seems a pivotal part of ethics in cross cultural research. As an educator I became concerned that the courses I taught in, and my own teaching practices, were (unintentionally) discriminatory. There appeared to be a lack of acknowledgement and/or action regarding the ingrained Western whiteness permeated and privileged knowledge and approaches in the construction and delivery of courses. I did not think I was adequately responding to, recognising or incorporating the different knowledge’s, strengths and needs of South Sudanese Australian students and graduates. There was a lack of fit between the academic rhetoric of human rights and diversity and my/our educator practice. This article explores the ‘corralling’ effect of mainstream research culture with attention to its potential for seduction and corruption that tends to separate the passion from the researcher, the researcher from the researched, and the actual issue(s) of concern ….from everyone.

Ecological determinism in Australia : tracing the legacy of McHarg downunder and its key precedents

Ecological planning, as advocated by Ian McHarg, filtered extensively through North America following the publication of Design with Nature (1965). The integrated design and planning approach was also advanced by numerous graduates of McHarg's studios at the University of Pennsylvania where this approach was extensively trialled and proven. While a clear synthesis and theoretical framework was articulated and reinforced through a plethora of projects, monographs, and articles, the majority of these perspectives were North American, lacked clarity about the translation of the approach into legal strategic and statutory planning instruments, nor shed light upon what transpired in Australia. This paper reviews the development of the Conservation Plan created for the southern Mornington peninsula in Victoria, Australia, as well as its intent, structure and internal workings as a successful model of ecological statutory planning, in the context of the wider WPRPA activities that draws directly from the McHarg theory. Known as the Conservation Plan for the southern Mornington Peninsula in Victoria, a revolutionary planning structure devised in the early 1970s by several Australian proponents. The Conservation Plan continues in operation today curating a high scenic valued landscape protecting it from intrusion from the growing metropolitan city of Melbourne thus fulfilling its objectives of landscape quality conservation whilst still permitting sympathetic building and land use growth. Contextually, the Conservation Plan appears to be only statutory equivalent translation of the approach internationally other than the Pinelands Commission planning processes in New Jersey.

Developing graduate knowledge and skills for the world of work: The case of the translation curriculum in Vietnam

National and global challenges have given rise to the need to prepare Vietnamese graduates for effective adaptation to the increasingly changing professional field, their community, their society and the globalised world. The tertiary education curriculum thus needs to take into account the employment market, socio-cultural demands and students’ individual needs in order to develop highly educated populations for the world of work and for the current knowledge economy.

Based on a case study of the translation curriculum in a B.A. (Bachelors of Arts) language program, this paper addresses the mismatch between the demands of the translation employment market and the curriculum within the context of Vietnamese tertiary education. It raises a number of important issues related to the tensions between the centralised curriculum, learner-centred education, the actual demands of the employment market as well as the issue of capacity building in response to the socialist-oriented market economy and the changing workplace context in Vietnam. Implications are drawn not only for the translation curriculum, but also for the reform of the Vietnamese tertiary education curriculum as a whole, in order to enhance graduate employability.

That social side of things: students' experiences of social and physical place

This paper highlights the experience of social and physical place as experienced by
students at aTAFE (Technical and Further Education) college in Victoria, Australia, and TAFE diploma graduates who transitioned to a degree course at a university in Victoria, Australia.

Environmental sustainability awareness and academic curriculum improvements: the case of a business and law faculty in an Australian university

Climate change, global warming, rising sea levels, ice cap melting, carbon taxes and trading schemes etc. are all major environmental issues that confront the modern world. Universities are now trying to ensure that their students graduate with an understanding of environmental sustainability regardless of their field of expertise. 

Student perceptions of environmental management : profiling the future environmental manager

Large growth is expected in the environment industry in coming decades; especially in Australia where the government's new price on carbon began in July 2012. This growth inevitably raises the question of who will fill new environmental management roles. This article presents the perceptions and expectations of students who are beginning to think about a possible career in this sector; what influences their decision-making and how do they view a career as an environmental manager? Without this information the environment sector will be under prepared for the expectations of incoming recruits and may lose valued students, graduates and employees. We found that prospective environmental managers are passionate and committed individuals who express a desire to help create a better world. They fail, however, to adequately articulate what environmental management entails, and have a poor understanding of the industry. They appear to be worried about financial security in what they see as a growing, but not yet fully mature, industry. The environment sector must therefore take the opportunity to engage these future environmental managers, and to communicate where the field will lead and how it can help this next generation achieve their aspirations to ‘save the planet’.

Accounting students' feedback on feedback in Australian universities: they're are less than impressed

Undergraduate accounting students in Australian universities are dissatisfied with the feedback that they currently receive. Recent evidence from the Course Experience Questionnaire (CEQ, a national survey of Australian university graduates) suggests that the accounting discipline ranks poorly on assessment feedback when compared to other disciplines. This finding aligns with the results of local university data, which also shows that students appear dissatisfied with feedback. Similar results can be found in other jurisdictions, as noted by the Higher Education Academy in the UK. Given the importance of feedback to enhancing students' learning, these results are of concern to accounting academics and other stakeholders, including professional accounting bodies and graduate employers. To date, few studies have sought to understand in a comprehensive manner the relatively poor performance in feedback scores in the discipline of accounting. This exploratory study seeks to address this gap by investigating the reasons underlying students' dissatisfaction. We report on students' perceptions obtained from a large survey of Australian undergraduate accounting students across 12 universities. Over 2600 students responded to the survey. Our findings indicate that accounting students value feedback that is individualised, detailed, constructive and timely, and that currently they are not receiving feedback with these attributes.

Context matters: SETE mapping of teacher education in diverse contexts

The Studying the Effectiveness of Teacher Education (SETE) project (2010- ) investigates, as a priority, how well equipped teacher education graduates are to meet the requirements of diverse school settings. This paper outlines notions of diversity as reflected in large-scale longitudinal data sets including quantitative teacher and principal surveys (n=5,000+), national audit of teacher education programs (n=500+), and analysis of data from intensive case studies which track 170 graduate teachers through the first three years of their teaching career.

Navigating teacher education: mapping the terrain, surveying the landscape

While there are many small-scale case studies that investigate specific teacher education practices, large scale longitudinal studies designed to provide rich and comprehensive data about the effectiveness of teacher education, are limited (Cochran-Smith & Zeichner, 2005). The Studying the Effectiveness of Teacher Education (SETE) project aims to address this gap by investigating the effectiveness of teacher education programs in preparing teachers for the variety of school settings in which they begin their careers. This three-year study utilises large-scale surveys and case studies, and includes a comprehensive mapping of teacher education programs across Australia. It tracks all 2010/2011 teacher education graduates in Queensland and Victoria to investigate the effectiveness of particular characteristics of their teacher education programs in equipping them with the capacity to meet the learning needs of young people in a diverse range of Australian school settings.

This paper presents the findings from the mapping exercise and the surveys of teachers and principals, and the problematics and possibilities of reading across the data sets. The SETE mapping exercise used publicly available online information to examine the characteristics of initial teacher education programs accredited by the Victorian Institute of Teaching (VIT) and the Queensland College of Teachers (QCT). Preliminary results address, inter alia, the length, content and delivery of programs and critical issues of the development of pedagogical and assessment expertise and preparation to teach in diverse contexts. The paper also presents findings from the first of a series of online surveys completed by teacher education graduates in Queensland and Victoria. Beginning teachers’ responses are mapped against key characteristics of participants' pre-service programs and framed in relation to the key themes of curriculum, pedagogy, assessment, behaviour management, and engagement with school stakeholders and local community.

Investigating the effectiveness of teacher education for early career teachers in diverse settings: analysis of large-scale survey data

‘As researchers and practitioners in the field of teacher education, we seem ill prepared to respond to critics who question the value of professional education for teachers with evidence of our effectiveness’ (Grossman, 2008, p.13). While there are many small-scale, nuanced case studies that speak about the particularities of specific teacher education practices, large scale, systematic, longitudinal studies that can provide rich and comprehensive data about the effectiveness of teacher education are limited (Cochran-Smith & Zeichner, 2005). In Australia, the Studying the Effectiveness of Teacher Education (SETE) project is addressing this gap by investigating the effectiveness of teacher education programs in preparing teachers for the variety of school settings in which they begin their careers. This three-year study utilises large-scale surveys and case studies to construct a deeper understanding of early career teachers’ experiences. It tracks all 2010/2011 teacher education graduates in Queensland and Victoria to investigate the effectiveness of particular characteristics of their teacher education programs in equipping them with the capacity to meet the learning needs of young people in a diverse range of Australian school settings.

This paper will discuss findings from the first of a series of online surveys completed by teacher education graduates in Queensland and Victoria (March-April 2012). Survey data includes teacher demographic information which form independent variables to inform inferential statistical analysis. Beginning teacher responses are mapped against key characteristics of participants' pre-service programs and framed in relation to the key themes of curriculum, pedagogy, assessment, behaviour management, and engagement with school stakeholders and local community. The findings will assist teacher educators design teacher education programs for effective beginning teaching in diverse settings and will also provide an evidentiary basis for policy decisions regarding teacher education and beginning teaching.