UniSA Open Journal System (Univ. of South Australia)
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Affecting change through assessment: improving Indigenous Studies programs using engaging assessment
No full textEngaging engineering students in learning how to successfully communicate research plans
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Engaging educators and students in the national roll-out of a new assessment tool (COMPASS)
No full textProviding immediate formative and summative feedback for individualised paper-based accounting assignments
No full textPromoting academic integrity at a Midwestern University: Critical review and current challenges
No full textThis article reports on an institutional study of academic integrity based on two different sources: reporting of incidents over a six-year period (2001-2006) and a campus-wide survey administered in 2008. Findings are that academic dishonesty is widespread and increasing, yet 40% of the academic staff responding admitted they had taken no steps regarding a suspected incident of cheating due to insufficient proof. Among college students, freshmen and sophomores are more frequently reported for cheating than juniors and seniors, and international students are overrepresented compared with domestic students. The proportion of integrity charges against females was less than their proportion of student enrollment, and there exists a perception gap between students and academic staff in the seriousness of a number of actions. The most frequent offence was students working with peers when asked for individual work. This may be indicative of a change of the value systems of young people compared to older generations, and former strategies to promote integrity may be less valid today. More emphasis needs to be put on structural approaches to reduce or eliminate opportunities to cheat, and the educational aspect of dishonest actions should be further strengthened
Online Learning Techniques: Using Wikis and Blogs for Assessment in First Year Engineering
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Personal Responsibility: The creation, implementation and evaluation
No full textThe purpose of the present study was to create, implement and evaluate a Personal Responsibility education program for high-school students. Using a constructivist framework, a five-lesson program was developed around key themes identified by adolescents in focus groups. This program was implemented in one term at a public high school in urban Queensland, with students examining and discussing notions of choices, consequences, emotional awareness, personal responsibilities and social responsibilities. Feedback from students and teachers showed the program to be interesting, relevant and informative for students, and to have strengthened relationships between students within a class and between students and teachers. As such, the program offers high schools the opportunity to enhance adolescents’ personal, emotional and social development
