This paper reports on part of a large-scale study aimed at examining students’ perceptions of assessment. This paper will report on a study utilising mixed methodology in 150 Australian middle school classrooms. The purpose of the study described in this paper was to use the Students’ Perceptions of Assessment Questionnaire on Teacher Interaction (SPAQ) to identify and describe exemplary science teachers. With a sample of over 3000 science students, the reliability of the SPAQ scales ranged from 0.62 to 0.82. The exemplary teachers were identified as those whose students’ perceptions were more than one standard deviation above the mean on three of the five scales of Congruence with planned learning, Transparency, Authenticity, Student consultation, and Diversity. The construct validity of the SPAQ to identify these exemplary teachers was confirmed through interviews with students and these views are reported in the article.
Technology has been revolutionized in the past few decades and its impacts on student learning have not been fully explored. The digital divide between a student's personal technology usage and its use within the classroom remains to be bridged. This study focuses on using technology-based innovative teaching methods with engineering classes and understanding their impact on students. The findings suggest that these learners benefited from and prefer to use innovative teaching methods backed by technology support in class. Students deprived of such innovative methods and technology would prefer to have them introduced to aid their learning experience. The study strengthens the need for decision makers in educational institutions to invest in innovative teaching methods supported by technology in order to provide a better learning platform for students, particularly in India, where engineering graduates are regarded as lacking essential skills in communication and innovation.