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Assessment IRD

Assessment

Posted in Resources and References

Below is a list of the resources and references that have been used in the Assessment section of the Community of Inclusive Practice.

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La Trobe Resources and References

Policy
Guideline
Article/Information
Case Study
Tool/Software/Activity

External Resources and References

Policy
Guideline
Article/Information
Case Study
Tool/Software/Activity
Video


La Trobe Resources and References

Policy

Academic Integrity Policy
Assessment (Late Submission of Tasks) Policy
Assessment Policy
Assessment Procedure – Hurdles – Additional (Supplementary) Assessment Procedure
Course and Subject Coordinators Policy
Course Coordinators Procedure
Elite Athlete Support Policy
Review and Re-mark of Students Academic Work Policy
Special Consideration Policy
Subject Coordinators Procedure
Transgender in the Workplace Policy

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Guideline

Communication skills resource 3: Assessing student skills [PDF]
Communication skills resource 4: Developing student skills [PDF]
Diversity and Inclusion Strategy [PDF]
Guide to assessment of writing 2016 [DOC] by Robyn Yucel

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Article/Information

Alternative exam arrangements
Developing inclusive curriculum [DOCX]
Digital Learning Strategy: How can blended learning help manage assessment for large classes and reduce marking burden? [PDF]
Graduate capabilities
How T.H. Huxley helped me teach my students how to write by Susan Lawler (CSHE) on Radio National
Indigenous strategy and education at La Trobe
Inherent Requirements for the Completion of Entry Level Occupational Therapy Courses at La Trobe University [PDF]
Introduction to the LMS Online – for Staff
La Trobe 101 – Teaching and Learning
Workshops [PDF] by Education Design Team

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Case Study

Dr Michael O’Keefe (POL2IPP). Flipping the curriculum: Engaging students through connected learning [PDF]
Exemplar: Nicole El-Haber (Business foundations). Managing student engagement in a large, first year common core, multi-campus cohort [PDF]
Teaching Excellence Case Study: Encouraging students to DO science [PDF]

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Tool/Software/Activity

Academic Progress Toolkit for Staff
Flexible and Online Learning Development (FOLD) Toolkit
The Intended Learning Outcomes (ILO) Toolkit
Teaching, support and tools offered by La Trobe Learning and Teaching


External Resources and References

Policy

Assessment Policies and Procedures Manual by University of South Australia

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Guideline

Guidelines and Procedures to assist Universities to Examine the Inherent Requirements of their Courses
Guidelines for inclusive exams by Trinity College Dublin
Guidelines for the Assessment of English Language Learners by Educational Testing Service
LGBTQ-Inclusivity in the Higher Education Curriculum: A Best Practice Guide [PDF] by University of Birmingham
Writing assessment criteria and standards – a practical guide [DOC] by University of Queensland

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Article/Information

Accessible Curricula: Good Practice For All by University of Wales Institute
Advancing Access for Everyone: Clickers by University of Minnesota
Assessing Inclusively by University of New South Wales
Assessing students unfamiliar with assessment practices in Australian higher education by University of Melbourne Centre for the Study of Higher Education (cshe)
Assessment and Exams by Australian Disability Clearinghouse on Education and Training (ADCET)
Assessment Design Decisions
Assessment Resources by University of Queensland
BLOG: How to start Screencasting as a feedback tool in PE by The Australian Council for Health, Physical Education and Recreation (ACHPER)
Course Design by Australian Disability Clearinghouse on Education and Training (ADCET)
Creating accessible examinations and assessments for disabled students by University of Strathclyde
Detecting and Deterring Ghostwritten Papers: A Guide to Best Practices by David A. Tomar
Effective teaching and support of students from low socioeconomic status backgrounds: Practical advice for teaching staff
Embedding Inclusivity in Business Curricula by French, Erica L. & McDonald, Paula K
Enhancing Feedback: New ways of giving feedback by University of Edinburgh
Exams and assessment by The University of Sydney
How do you assess student learning? by University College Dublin
Inclusive assessment by Oxford Brookes University
Inclusivity and alignment: Principles of pedagogy, task and assessment design for effective cross-cultural online learning by Catherine McLoughlin
Inherent Requirements by University of Western Sydney
Linking Formative Assessment to Scaffolding [PDF] by Lorrie A. Shepard
Minority Testing Bias Persists by Ronnie Reese from the Huffington Post
Online teaching as a reflective tool in constructive alignment by Ayshe Talay-Ongan
Peer and self assessment by Griffith University
Peer and self-assessment by University of Reading
The perception of referencing and plagiarism amongst students coming from Confucian heritage cultures by Molly Yang and Stephen Lin
‘Plagiarism’ And The Confucian Heritage Culture (CHC) Student: Broadening The Concept Before Blaming The Student [PDF] by Dr Linda Brennan and Juliana Durovic
Reconsidering inherent requirements: a contribution to the debate from the clinical placement experience of a physiotherapy student with vision impairment by Kylie N. Johnston, Shylie Mackintosh, Matthew Alcock, Amy Conlon-Leard and Stephen Manson
Resources for Teachers: How to Prevent Plagiarism by Comparative Media Studies: Writing
Screencasting by Center for Research on Learning and Teaching (CRLT)
Screencasting: Three Simple Applications for Improving Student Learning [PDF] by Center for Research on Learning and Teaching (CRLT)
Sitting exams in a second language: minimising bias, maximising potential by Oxford Brookes University
The Slow Handwriting of Undergraduate Students Constrains Overall Performance in Exam Essays (2005) [PDF] by Vincent Connelly, Julie E. Dockrell and Jo Barnett
Student Self-Assessment by University of New South Wales
Teaching and Assessment by Australian Disability Clearinghouse on Education and Training (ADCET)
Teaching and Assessment from ‘Just in time, just for me’ narrative support for unit coordinator’s project
Understanding and Preventing Plagiarism: Strategies and resources for students and teachers by Accredited Schools Online
Using Screencast Video for Student Feedback
What is the difference between formative and summative assessment? by Carnegie Mellon University

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Case Study

Can students assess students effectively? Some insights into peer-assessment by Dr A. Mark Langan and Dr C. Philip Wheater from Department of Environmental and Geographical Sciences at Manchester Metropolitan University
Case studies: prevention by Academic Integrity Standards Project 2010-2012
Amending assessment for a dyslexic student case study by University of Nottingham
Developing an appropriate assessment to measure module learning outcomes by Eleanor Douglas from University of Nottingham
Inclusive practice in higher education: Feedback that breaks pedagogical barriers by Anna Rowe, Michelle Muchatuta and Leigh N. Wood
Nurse in wheelchair serves as a rolling healer by The News & Observer
A review of rubrics for assessing online discussions by Bobby Elliott
Screencasting for mathematics online learning – a case study of a first year Operations Research course at a dualmode Australian university [PDF] by Birgit Loch
Talking with Students through Screencasting: Experimentations with Video Feedback to Improve Student Learning Riki Thompson & Meredith J. Lee
Using eVALUate to improve student learning [PDF] by Curtin University

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Tool/Software/Activity

Assessment Audit Tool [PDF] by UK Centre for Bioscience
Start of semester LMS check list by University of Melbourne

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Video

Be explicit by Murdoch University
Brenda Smith on assessment and feedback by University of Nottingham
Celebrating student successes by Murdoch University
Clarifying assessment criteria and setting expectations by University of Nottingham
Chris Rust on assessment and feedback by University of Nottingham
Improving unit quality: a never-ending experiment by Murdoch University
Dr Martha-Marie Kleinhans offers her tips on peer assessment by University of Reading
Offering sound advice: Exploring the provision and delivery of audio feedback to students by University of Ulster