Search Results

The Assessing and Assuring Graduate Learning Outcomes (AAGLO) project sought to contribute to the Federal government's plans to transform higher education in Australia through the redesign of quality assurance arrangements. The AAGLO project brought together key perspectives in Australia and internationally around the shared need for assessment of student learning in universities to deliver convincing evidence to relevant stakeholder groups of achievement of stated learning outcomes for graduates. The project addressed two central questions: What types of assessment tasks are most likely to provide convincing evidence of student achievement of or progress towards graduate learning outcomes? What processes best assure the quality of assessment of graduate learning outcomes [GLOs]?

The AAGLO project identified the assessment tasks in a range of disciplines that academics proposed generate convincing evidence of achievement of graduate learning outcomes. In addition to the resources to support engagement in the assessment and assurance of learning standards a series of key recommendations was proposed for ongoing work in this area. While a viable approach will require multiple components, this project has underlined the central role of academic-led, discipline based assessment in the assurance of GLOs.

Excerpts from publication. Show less

An early consensus in the ongoing discourse about graduate student preparation for diverse careers was that graduates lacked competencies relevant to non-academic professional settings. Lists of missing 'skills' were developed that universities and agencies sought to address, most commonly by the offering of generic (transferable) skills workshops or courses. In this paper, [the authors] critique this framing of the issue and discuss the limitations of the common approaches taken to address it. [The authors] propose a more integrated approach, where students' thesis research itself is oriented to their possible futures (a practice already occurring in many areas), and where assessment of the competencies so developed is integral to the awarding of the degree. [The authors] illustrate the concepts through the stories of two students, and discuss policy ramifications and the substantial challenges to its realization presented by a highly competitive research environment and established ways of assessing success in faculty and students.

Published abstract. Show less

As in many other countries, Danish adult education policy focuses on how to encourage adults for education; the most important and challenging group of adults being those with few or no formal qualifications. Assessment of prior learning (APL) is perceived as an important tool for motivating adults for education and training. The most important part of the adults' prior learning has been obtained outside the formal school system, typically consisting of their work experiences.

This paper discusses research that examined the meeting between on the one hand the adults' prior learning and on the other the school system and curricular standards. Applying a theoretical frame that includes concepts of communities of practice (Lave and Wenger, 1991), the development from novice to expert (Dreyfus and Dreyfus, 1986), and Bernstein's distinction between horizontal and vertical learning, the paper gives an account of the students' development in relation to assessment of their prior learning. The study includes a number of [vocational education and training] VET programs. The paper focuses on two of them: social and health care and childcare assistant. It addresses questions of what is a fair APL, perceived in relation to both the adults' knowing in practice and the formal qualification standards, formulated in the learning outcome descriptions of the programs.

Published abstract. Show less

Recognition of prior learning (RPL) is emerging as a distinct area of academic research with a growing body of scholarly literature. This handbook, organised thematically, consolidates the major research findings of experienced RPL researchers from around the world, identifying future research directions and drawing together evidence-based implications for policy and practice.

Excerpt from publication.

The contents are: Section one, 'Overview', contains: Introduction and overview of chapters / Judy Harris and Christine Wihak; Researching the recognition of prior learning: the emergence of a field / Christine Wihak; Advances in theorising RPL / Judy Harris; Section two, 'Policy', contains: Lifelong learning policy and RPL in the learning society: the promise of Faure? / Ruud Duvekot; RPL, labour markets and national qualifications frameworks: a policy perspective / Patrick Werquin; Section three, 'Issues', contains: RPL and workforce development / Roslyn Cameron; Treading a fine line: expectations and ambivalences in trade union engagement with RPL / Linda Cooper; Recognition of prior learning and social justice in higher education / Angelina Wong; Quality in PLAR / Joy Van Kleef; Trends and issues in the professional development of RPL practitioners / Nan Travers and Judy Harris; Exploring the learner experience of RPL / Helen Pokorny and Ruth Whittaker; Technology and RPL / Roslyn Cameron, Nan Travers and Christine Wihak; Section four, 'Contexts', contains: RPL in higher education: past, present, and potential / Dianne Conrad; RPL in further and vocational education and training / Per Andersson; Life after PLAR: the post-assessment success of candidates / Joy Van Kleef; Prior learning assessment for immigrants in regulated professions / Leah Moss; Endword: research into practice? / Per Andersson. Show less

The purpose of this survey was to relate completion rate and results on national clinical final examinations to student's admission background and examination results for nursing and medical courses. The research data were based on a quantitative case study, with 286 nursing students, using statistical analysis. The programme's overall completion rate was 76 per cent, i.e. almost one out of four students did not complete the programme. The higher students' upper secondary/high school grades, the fewer attempts they needed to pass the nursing and medical courses exams (p < 0.001). The average examination attempts needed to pass courses in medical science was significantly greater than the number needed to pass courses in nursing science (p < 0.001). In a multivariate analysis both upper secondary/high school grades and average examination attempts needed to pass were significant predictors for national clinical final examination score. In summary, upper secondary/high school grades and examination attempts needed, especially for courses in medical science, may be regarded as important indicators of achieved knowledge and skills which are tested in the national final examination.

Published abstract.

First published online 25 November 2014 by Springer. Show less

Many agree that educational systems should instill in students the value of lifelong learning (LLL), but few have suggested how to accomplish that or how to measure the effectiveness of those curricular initiatives. [The authors] developed a technique intended to strengthen students' beliefs about the value of LLL and piloted use of a recently developed scale to assess changes in commitment to LLL. Using a quasi-experimental procedure, [the authors] presented students with faculty members' career biographies describing their personal career paths, including how they learned from their experiences and how they had to adapt and adjust to changing circumstances. To assess beliefs about LLL, students completed Bath and Smith's Propensity for Lifelong Learning (PLLL) scale. [The authors] found that students who listened to career biographies had significantly stronger beliefs regarding the value of LLL than the students who were not exposed to the career biographies. [The authors] concluded that listening to career biographies strengthened commitment to LLL and that the PLLL scale is a useful outcome measure of this commitment. [The authors] discussed limitations and future directions of [their] method and measurement instrument.

Published abstract reprinted by permission of the copyright owner. Show less

To facilitate optimum graduate outcomes an assessment framework should reflect, in a comprehensive, reliable, valid and acceptable manner, the extent to which students' clinical capabilities have developed and their readiness for the workplace. This project aimed to develop assessment tools to support learning and reliably measure the development of students' clinical competence throughout their degree. In addition, the project team aimed to create tools that were innovative, user-friendly, adaptable to multiple clinical contexts and able to facilitate integrated learning and assessment in line with the pedagogical approach adopted within the curriculum.

Excerpt from publication. Show less

The current study reports on the process of developing a self-assessment instrument for vocational education students' generic working life competencies. The instrument was developed based on a competence framework and in close collaboration with several vocational education teachers and intermediary organisations offering various human resource services. A first version of the questionnaire was presented to 26 students and 5 recent graduates who were asked to comment on the items. The pilot version of the questionnaire was completed by 826 students. Half of the data were used to explore the structure of the questionnaire (n=413) and the other half were used to confirm the structure (n=413). The results showed that 8 factors could be distinguished. Further analysis reduced this to 7 usable factors: empathy, listening, assertiveness, professional attitude, problem solving, cooperation ability and, planning and prioritising. The revised questionnaire containing 44 items was tested a second time to determine the stability and measurement invariance of the instrument. In total, 456 students from the first sample completed the questionnaire. The structure was confirmed and measurement invariance across students with and without working experience was established.

Published abstract reprinted by permission of the copyright owner. Show less

This report of the International Computer and Information Literacy Study (ICILS) is the first international comparative study to examine students' acquisition of computer and information literacy (CIL). It examines the CIL achievement for participating ICILS countries, for the Australian jurisdictions and for particular groups of students, and explores the influence the influence of student characteristics and students' use of computer technologies in and out of school on CIL achievement. The research questions were: (1) What variations exist between countries, and within countries, in student computer and information literacy? (2) What aspects of schools and education systems are related to student achievement in CIL? (3) What characteristics of students' levels to access to, familiarity with and self-reported proficiency in using computers are related to student achievement in CIL? (4) What aspects of students' personal and social backgrounds (such as sex, socioeconomic background and language background) are related to computer and information literacy?

Edited excerpts from publication. Show less

Each year [Skills for All] surveys students enrolled with private Skills for All training providers to guage their level of satisfaction with their training. The 2013 survey canvassed the views of students undertaking or having undertaken at least one Skills for All funded unit of competency between November 2012 and October 2013 at a non-TAFE SA training provider. The '2013 student satisfaction survey' found that of the 2,600 students who responded, 87 per cent were satisfied with their training. Ninety per cent said they had received sufficient information to decide which course to enrol in and 80 per cent said their course was directly related to their current job or to a promotional or career position in their workplace or industry. Respondents were asked: What were the best aspects of your training? The five most frequently recorded best aspects of training: recognition of my skills; flexibility - to suit the various commitments of learners, especially online learning; learner support - access to trainers, either via face-to-face, phone, or email and included work placement support; the quality, passion and experience of the trainers and their industry knowledge; and the combination of practical work to reinforce underpinning knowledge. The report provides details on the survey questions and the results.

Published summary. Show less