Innovative science education assessment : linking theory with practice

This paper presents an assessment approach which demonstrates the characteristics of excellent assessment. In a third year Science Education unit in an undergraduate degree in teacher education, assessment is seen as an integral part of the learning process. Learning outcomes are improved for the students and they appreciate the validity of the assessment. Assessment is an important aspect of any unit in higher education but should be seen, not as an end in itself, but rather as a means for educational improvement. Using the assessment task as an illustration, this paper will discuss the theoretical framework of assessment. It will describe how the unit, delivered in a school-based mode, provides opportunity for students to link their theoretical understandings with practical applications, drawing together the academic debates with the first-hand experiences. It will illustrate how the assessment task itself embeds the principles of constructivism and conceptual change models in science education. Finally, the paper will highlight the benefits of this assessment approach with particular reference to the student learning.

Delivery and assessment strategies to improve on- and off-campus student performance in structural mechanics

This paper considers the delivery and assessment strategies used in two structural mechanics units at Deakin University, a leader in distance education in Australia. The two units have had unacceptably high rates of student failure. Student perceptions of the delivery method were analysed and an investigation was carried out of the performance of 329 (173 on- and 156 off-campus) students enrolled in the two units. An analysis of the assignment, laboratory and examination marks is presented. Consideration is also given to the total marks. The results show that on-campus students performed better in structural mechanics than their off-campus counterparts. Plots of the distributions of student performance for the three assessment methods are provided (for each unit) and high failure rates are linked to low examination marks. Students tended to perform best in assignments and worst in examinations. Parametric statistical tests show a correlation between the marks obtained in continuous assessment and in examinations, and it is therefore proposed that, in order to improve performance, the students must be encouraged to participate fully in all aspects of the course. Many students were unenthusiastic about laboratory practical sessions and did not think they aided their understanding of the theoretical material. Motivation to participate is often dependent on the perceived relevance of a given task and its contribution to the total mark and, thus, to help motivate students to participate fully in the continuous assessment tasks, the authors propose several changes to the delivery methods, as well as to assessment criteria and marking schemes.

Rubrics in assessment

A 'rubric' is a way of assessing what an individual student has learned about a particular topic. A rubric uses a checklist made of the sub-tasks or components within the task, with graded descriptions of how well a student can DO or has LEARNED the task.

Exposure estimation, uncertainty and variability in occupational hygiene retrospective assessment

This thesis reports on a quantitative exposure assessment and on an analysis of the attributes of the data used in the estimations, in particular distinguishing between its uncertainty and variability. A retrospective assessment of exposure to benzene was carried out for a case control study of leukaemia in the Australian petroleum industry. The study used the mean of personal task-based measurements (Base Estimates) in a deterministic algorithm and applied factors to model back to places, times etc for which no exposure measurements were available. Mean daily exposures were estimated, on an individual subject basis, by summing the task-based exposures. These mean exposures were multiplied by the years spent on each job to provide exposure estimates in ppm-years. These were summed to provide a Cumulative Estimate for each subject. Validation was completed for the model and key inputs. Exposures were low, most jobs were below TWA of 5 ppm benzene. Exposures in terminals were generally higher than at refineries. Cumulative Estimates ranged from 0.005 to 50.9 ppm-years, with 84 percent less than 10 ppm-years. Exposure probability distributions were developed for tanker drivers using Monte Carlo simulation of the exposure estimation algorithm. The outcome was a lognormal distribution of exposure for each driver. These provide the basis for alternative risk assessment metrics e.g. the frequency of short but intense exposures which provided only a minimal contribution to the long-term average exposure but may increase risk of leukaemia. The effect of different inputs to the model were examined and their significance assessed using Monte Carlo simulation. The Base Estimates were the most important determinant of exposure in the model. The sources of variability in the measured data were examined, including the effect of having censored data and the between and within-worker variability. The sources of uncertainty in the exposure estimates were analysed and consequential improvements in exposure assessment identified. Monte Carlo sampling was also used to examine the uncertainties and variability associated with the tanker drivers' exposure assessment, to derive an estimate of the range and to put confidence intervals on the daily mean exposures. The identified uncertainty was less than the variability associated with the estimates. The traditional approach to exposure estimation typically derives only point estimates of mean exposure. The approach developed here allows a range of exposure estimates to be made and provides a more flexible and improved basis for risk assessment.

Using progression points for diagnostic (formative) assessment : chance

Find every Chance-related Progression Point, in Level-order, from Prep to Year 10. Translate each Progression Point into a pencil-and-paper task. This makes a developmentally or progressively graded worksheet-like ''diagnostic profile' for assessing knowledge of and skills with Chance. It is diagnostic because it starts with easy, early questions, and progressively gets harder and harder as the concepts and skills in the Chance curriculum develop. Presenting this diagnostic profile to students at the beginning of a unit of work on Chance gives invaluable formative assessment information to guide your teaching. Using the same profile, or a parrallel version at the end of the unit provides before-and-after summative assessment of the students' learning during the unit.

The PTT-20 : UK normative data for 5-11 year olds on a 20 item past tnese taskThe PTT-20: UK normative data for 5- to 11-year-olds on a 20-item past-tense task

Background: Grammatical morphology, particularly the use of the past tense in English, has been identified as a behavioural marker for specific language impairment. However, there is a dearth of instruments that assess key verb features, are short and easy to administer for clinical use, and have normative data for the UK population.

Aims: The present study aimed to develop a short version of a past-tense task (named the PTT-20) and to provide UK normative data for a large control sample of primary school-age children.

Methods & Procedures: The task consisted of 20 items taken from a well-known 52-item task developed by Marchman, Wulfeck, and Ellis Weismer in 1999, retaining the key features and variety of verbs of the original design. It was administered to 424 typically developing children aged 5;0 to 11;6 years.

Outcomes & Results: The short version reduced administration time by two-thirds to around 5–8 minutes. Normative data revealed developmental progression in performance throughout the primary school years, with the task exhibiting ceiling effects in 29% of children by age 11 years. Expected and impaired performance indicators are presented by age band, that is, 5, 6, 7, 8, 9, 10, and 11 years. Comparisons between identified children with specific language impairment and typically developing children revealed significant differences in performance. The PTT-20 correlated highly with the full 52-item task and had good internal consistency.

Conclusions & Implications: The PTT-20 can be a useful tool in the identification and assessment of young school-age children with suspected language difficulties. It can also be used in research and practice as a benchmark against which to compare the ability of children with identified language impairments.

Vignette 6 Pluridisciplinary learning and assessment : reflections on practice

While designing group assessment for student learning outcomes is always difficult, the task is made more challenging in an interdisciplinary context. How much focus should be placed on assessment of discipline-specific knowledge, how much on the interdisciplinary knowledge that emerges as students work together in a non-linear, co-rational design and how much on the group dynamic (generic capabilities) being developed? While additional learning outcomes can be expected from the activities in which students engage in an interdisciplinary context, there is also an expectation, particularly for disciplines such as accounting, engineering and architecture where courses are professionally accredited, that discipline-specific learning outcomes are not compromised. This vignette presents some of the complexities that surfaced during the implementation of a pilot course designed as an experiential real world of work challenge for student.

Current empirical assessment methods for adolescents and children who sexually abuse others

The assessment of adolescents and children who commit sexually abusive behavior is a complex and challenging task. Incorporating empirically based assessment methods into psychosexual evaluations promises appropriate coverage of relevant domains, sound interpretation of the meaning of data, reduced clinician biases and error, and greater certainty in decision-making. In this paper we review empirically-based assessment methods currently available for use in psychosexual assessment of adolescents and children who sexually abuse others. Our review describes the robustness of these measures and provides guidance for their appropriate use in assessment. The review highlighted that several empirically-based measures are suitable for clinical use with adolescents, but very little is available to guide assessment of children's abusive behavior per se.

Defect assessment procedures for high temperature applications : final report TW5-TTMS-005, D5

The objective of this task is to develop the high temperature part of a design code for fusion reactor components build from EUROFER. This development includes fracture mechanical rules for the assessment of detected defects under creep and creep–fatigue conditions. The assessment procedures R5, R6, JNC, A16, Partial Safety Factors were investigated and tested. As the most suitable procedure is chosen R5 and it is further verified by comparison with finite element simulations using the EUROFER material data. These simulations consist of evaluation of C(t) parameter for several geometries (CT specimen,cylinder with fully circumferential crack subjected to the internal pressure, cylinder with semi–elliptical circumferential crack subjected to the internal pressure and Mock-Up test blanket module (TBM) geometry). The R5 procedure provides very good accordance with FE simulations and it is suitable for lifetime assessment. Therefore the guide for R5 application is implemented in the report.

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.

Enhancing fuzzy inference system based criterion-referenced assessment with an application

An important and difficult issue in designing a Fuzzy Inference System (FIS) is the specification of fuzzy sets, and fuzzy rules. The aim of this paper is to demonstrate how an additional qualitative information, i.e., monotonicity property, can be exploited and extended to be part of an FIS designing procedure (i.e., fuzzy sets and fuzzy rules design). In this paper, the FIS is employed as an alternative to the use of addition in aggregating the scores from test items/tasks in a Criterion-Referenced Assessment (CRA) model. In order to preserve the monotonicity property, the sufficient conditions of the FIS is proposed. Our proposed FIS based CRA procedure can be viewed as an enhancement for the FIS based CRA procedure, where monotonicity property is preserved. We demonstrate the applicability of the proposed approach with a case study related to a laboratory project assessment task at a university, and the results indicate the usefulness of the proposed approach in the CRA domain.

Assessment of primary 5 students' mathematical modelling competencies

 Mathematical modelling is increasingly becoming part of an instructional approach deemed to develop students with competencies to function as 21st century learners and problem solvers. As mathematical modelling is a relatively new domain in the Singapore primary school mathematics curriculum, many teachers may not be aware of the learning outcomes and competencies needed to develop in their students during mathematical modelling. This paper reports on the assessment of two groups of Primary 5 students’ (aged 11) mathematical modelling competencies in their first attempt in completing a modelling task. The students’ competencies are assessed to be at levels 1 and 2 of a researcher-designed rubric. Findings appear to suggest that students faced particular challenges in formulating a mathematical problem from the real-world problem through making assumptions. Implications on teacher education on the facilitation of problem formulation and mathematisation during mathematical modelling at the primary level are drawn.

An inquiry into the effectiveness of student generated MCQs as a method of assessment to improve teaching and learning

 In anticipation of helping students mature from passive to more active learners while engaging with the issues and concepts surrounding computer security, a student generated Multiple Choice Question (MCQ) learning strategy was designed and deployed as a replacement for an assessment task that was previously based on students providing solutions to a series of short-answer questions. To determine whether there was any educational value in students generating their own MCQs students were required to design MCQs. Prior to undertaking this assessment activity each participant completed a pre-test which consisted of 45 MCQs based on the topics of the assessment. Following the assessment activity the participants completed a post-test which consisted of the same MCQs as the pre-test. The pre and post test results as well as the post test and assessment activity results were tested for statistical significance. The results indicated that having students generate their own MCQs as a method of assessment did not have a negative effect on the learning experience. By providing a framework to the students based on the literature to support their engagement with the learning material, we believe the creation of well-structured MCQs resulted in a more advanced understanding of the relationships between the concepts of the learning material as compared with plainly answering a series of short-answer questions from a textbook. Further study is required to determine to what degree this learning strategy encouraged a deeper approach to learning.

Pre-service visual art teachers’ perceptions of assessment in online learning

This paper reports on a study conducted into how one cohort of Master of Teaching pre-service visual art teachers perceived their learning in a fully online learning environment. Located in an Australian urban university, this qualitative study provided insights into a number of areas associated with higher education online learning, including that of assessment, the focus of this paper. Authentic assessment tasks were designed within the University’s learning and teaching framework of constructive alignment and were sequenced across the three semesters of the visual art program. Analysis of data collected through a questionnaire and semi-structured interviews revealed that participants largely held very positive attitudes about the suite of online assessment tasks, particularly in light of (a) the collaborative learning that took place, (b) the nature, structure and sequence of the tasks, and (c) the ways in which the tasks contributed to their workplace readiness.