Elaborating a framework for communicating assessment aims in higher education

Assessment is a central feature of student learning in higher education and has a strong influence on the student experience. Accordingly, the appropriate communication of assessment aims is a priority for all higher education institutions. This study proposes an analytical framework for the interpretation and creation of assessments across higher education disciplines. The framework suggests that assessments can be categorised according to rhetorical purposes, formats, modes and group arrangements. Assessments from three degree programmes at one Australian university are analysed using the framework to show its usefulness in classifying and evaluating task components and generating broad images of degrees based on assessment regimes. We draw on these practical applications to explain and compare discipline-specific qualities of each degree, and argue that the framework might enhance the communication of assessment aims to benefit higher education stakeholders.     

Responding to Sexual Assault Victims: Considerations for College Counselors

College counselors need to be informed of effective interventions when counseling students who have been sexually assaulted. This article applies research and theory from the general literature on counseling sexual assault victims to college counselors' work with this population. An overview of the effects of sexual assault is followed by specific implications for counseling students who have been sexually assaulted.     

Improving educational outcomes for at‐risk students

Drawing on data from a longitudinal study of at‐risk youth (n = 593), this article reports on the analysis of factors that enabled these youth to succeed at school. It considers the impact of three baseline factors (age, gender, ethnicity) and a number of time‐dynamic factors [positive school environment, additional educational support, positive peer and parent relationships, exclusion/expulsion from school, depression and externalising individual risk, as well as the involvement of a range of services (mental health, justice, welfare)] upon educational progress. Over time, the educational status of this group of youth deteriorated. Differences were observed for indigenous, older and male youth who had poorer outcomes on average. Positive peer groups and a positive school environment predicted better outcomes, while the use of harsh disciplinary practices such as expulsion was the strongest predictor of poorer educational outcomes and had a pervasive negative impact on all three educational progress measures. Formal services did not make an appreciable difference to educational outcomes, while the provision of additional educational support only contributed to keeping youth enrolled in educational programmes but did not appreciably improve their educational outcomes. Improving educational outcomes for at‐risk youth requires a pan‐system response, whereby schools reduce the use of expulsion and create a positive school climate, other professionals support schools to retain challenging students at school and the positive resources generated by pro‐social peer groups are harnessed.     

Using Authentic Assessment to Evidence Children’s Progress Toward Early Learning Standards

The increasing emphasis on accountability in early care and education has created an opportunity for programs to revisit their child assessment practices. This article presents a model for using authentic assessment practices to document children’s progress toward a set of program standards, specifically the Head Start Child Outcomes Framework, as well as describe how authentic assessment processes can inform curriculum planning. Programmatic implementation issues are discussed and a case study is presented.     

Learning to be an Art Educator: Student Teachers’ Attitudes to Art and Art Education

Visual Art educators are keenly aware of the significant contribution art can make to the growth and development of young children as it provides unique opportunities for personal expression and creativity. However, while it is acknowledged that art contributes to the development of the whole child, the link between thought and practice is often tenuous. Hence the question needs to be asked, what do student teachers really think about art and art education. This longitudinal study aimed at an exploration of student teachers prior experiences, existing knowledge, beliefs, attitudes, perceptions and interest in the visual arts. One hundred and ten B.Ed. (Primary) students enrolled in two compulsory Visual Arts Education units of study were surveyed in March 1999 and then in October 2001 to ascertain how they interpreted the term visual arts; how this related to visual arts education (if, in fact it did); where they would position visual arts amongst the other five key learning areas of the primary curriculum; and ultimately how they felt about the prospect of teaching visual arts in a primary school context. The findings of the research revealed a number of significant differences between the initial data (March 1999) and the final data (October 2001).     

Changing Literacies and Civic Pathways: Multiliteracies in Inquiry-Driven Classrooms

Reflecting on how “the very nature of language learning has changed”(New London Group [NLG], 1996, p. 64), this article describes an inquiry-driven teaching approach to middle school English. Looking at student outcomes utilizing Google’s 20% approach, this study explored how mentorship, digital tools, and student interests provide “opportunities [for students] to find their own voices” (NLG, 1996, p. 71). In particular, this article analyzes student inquiry based on the 4 pedagogical foundations of multiliteracies: situated practice, overt instruction, critical framing, and transformed practice. By focusing on the voices and experiences of students, this framework highlights what multiliteracies can look like within classrooms. Ultimately, this study of literacies within inquiry-driven classrooms responds to the call of multiliteracies research from 20 years ago that, “Students need to develop the capacity to speak up, to negotiate, and to be able to engage critically with the conditions of their working lives” (New London Group, 1996, p. 67).     

Measuring the impact of a community of practice in Aboriginal health

Effective strategies to enhance the competence of practising health professionals are limited. Communities of Practice are proposed as strategy, yet little is known about their ability to develop cultural competency and practice. This study aimed to measure the impact of a Community of Practice on the self-assessed cultural competency and change to practice of dietitians working in Aboriginal health. A mixed-method approach including a quantitative 16-item cultural-competency self-assessment tool (completed at baseline and after 12 months of participation) together with the qualitative most significant change stories were used. Quantitative and qualitative data were compared together for congruence and difference. All participants (n?=?13) completed the cultural competency-self assessment and participated in the significant change story development. They reported that through networking and joint problem solving they increased competence (13 of 16 performance indicators) and qualitative described increased self-confidence for their work in Aboriginal health through improved understanding of the factors related to the impact of history, culture and utilisation of resources on service delivery, appropriate communication strategies, effective relationships and managing conflict. These findings suggests that formalised and structured Communities of Practice may be an effective workforce development strategy to influence the practice of health professionals working in Aboriginal health.     

The sexually abused child: a comparison of male and female victims

Although the amount of research dealing with child sexual abuse is rapidly increasing, there have been very few attempts to identify and compare variables that characterize differences between female and male victims. To address this void, 25 substantiated cases of sexual abuse involving male children were compared with 180 substantiated cases of sexual abuse of female children. Significant differences between female and male victims were observed in the following areas: family composition, the perpetrator of the abuse, variables contributing to the continuation of the abusive situation, and the type of services provided to the sexually abused child and family. Implications for treatment are offered.