Revisiting associations between student performance outcomes and formative assessment opportunities : Is there any impact on student learning?
- Authors: Peat, Mary , Franklin, Sue , Devlin, Marcia , Charles, Margaret
- Date: 2004
- Type: Text , Conference paper
- Relation: ASCILITE Conference 2004; Perth, Western Australia; 5th-8th December 2004; published in Beyond the comfort zone : Proceedings of the 21st ASCILITE Conference p. 760-769
- Full Text: false
- Reviewed:
- Description: This project developed as a result of some inconclusive data from an investigation of whether a relationship existed between the use of formative assessment opportunities and performance, as measured by final grade. We were expecting to show our colleagues and students that use of formative assessment resources had the potential to improve performance. This first study, done in semester 1 2002, indicated that there was no apparent relationship even though the students reported how useful they found the resources. This led us to ask if there was a transition effect such that students were not yet working in an independent way and making full use of the resources, and/or whether in order to see an effect we needed to persuade non-users of the resources to become users before investigating if use can be correlated with improvement in performance. With the 2002-3 NextEd ASCILITE Research Grant we set out to repeat our project and to look at use and usefulness of resources in both first and second semester, to encourage non-users to become users and to investigate use with performance. Now our story has a different ending.
Non-traditional student achievement: Theory, policy and practice in Australian higher education
- Authors: Devlin, Marcia
- Date: 2010
- Type: Text , Conference paper
- Relation: Keynote address presented at 13th Pacific Rim First Year in Higher Education Conference
- Full Text: false
- Reviewed:
- Description: In addition to the intrinsic commitment that higher education institutions, and the individuals and teams within them, have to the achievement and success of non-traditional students, the links between government widening participation policy, performance measurement and funding to universities will now provide an additional incentive. The future growth of the number and proportion of non-traditional students in Australian universities will focus attention keenly on student achievement. This paper argues that particular theories may be helpful in understanding the experiences and perspectives of non-traditional students and, therefore, in informing policy and practice within institutions and beyond to facilitate student achievement. In particular, notions of role theory, cultural capital, the hidden curriculum at university and socio-cultural theory in action are examined and utilised to inform suggestions for proactive responses in both the ‘public and private lives of higher education’ (Trow, 1975)