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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 5 Hits 41 – 60 of 90 41 The Impact of Participation in a Service-learning Program on University Students' Motivation for Learning Japanese ... Fujie, Nagi. - : Purdue University Graduate School, 2019 BASE Show details 42 The Impact of Participation in a Service-learning Program on University Students' Motivation for Learning Japanese ... Fujie, Nagi. - : Purdue University Graduate School, 2019 BASE Show details 43 Mapping languages and literacies with multilingual students in Australian classrooms D'warte, Jacqueline (R16971). - : U.S., International Literacy Association, 2019 BASE Show details 44 School English, literature and the knowledge-base question Yates, Lyn; McLean Davies, Larissa; Buzacott, Lucy. - : U.K., Routledge, 2019 BASE Show details 45 Nepali primary school teachers’ beliefs and classroom practice in the context of educational reform Ham, Miriam R. - 2018 In: Ham, MR, (2018). Nepali primary school teachers’ beliefs and classroom practice in the context of educational reform. Doctoral Thesis. Central Queensland University, http://dx.doi.org/10.25946/5c088511325b6 (2018) BASE Show details 46 Tell Me Your Story: Confirming Identity and Engaging Writers in the Middle Years Dutton, Janet; D'warte, Jacqueline (R16971); Rossbridge, Joanne. - : Newtown, N.S.W., Primary English Teachers' Association Australia, 2018 BASE Show details 47 The Globalisation of Higher Education: Developing Internationalised Education Research and Practice Hall, Timothy J. (R13503); Gray, Tonia (R16988); Downey, Greg. - : U.K., Palgrave Macmillan, 2018 BASE Show details 48 My language is in my heart and my head : hearing student voices in multilingual classrooms Dutton, Janet (R16971); D'warte, Jacqueline; Rossbridge, Joanne. - : Marrickville, N.S.W., Primary English Teaching Association Australia, 2018 BASE Show details 49 Enhancing learning through building on students' and parents' linguistic and cultural repertoires in Year 1 classrooms D'warte, Jacqueline (R16971); Daniel, Paula; Allan, Anjulie. - : Norwood, S.A., Australian Literacy Educators' Association, 2018 BASE Show details 50 Teaching Writing and Representing in the Primary School Years Tan, Lynde (R17979); Zammit, Katina (R8893). - : Melbourne, Vic., Pearson Australia, 2018 BASE Show details 51 Towards the development and delivery of sustainable assessment in foundation engineering studies Taylor, B; Harris, L; Dargusch, J In: Taylor, B, Harris, L, Dargusch, J, (2017). Towards the development and delivery of sustainable assessment in foundation engineering studies. 10-13 February 2018, Huda, NInglis, DTse, NTown, G (Eds.), Australasian Association of Engineering Education, Manly, New South Wales, Macquarie University, Sydney, New South Wales, Manly, Australia, p. 982-989 (2017) Abstract: Dargusch, JM orcid:0000-0003-4208-9843; Taylor, BA orcid:0000-0002-8229-3964 ; CONTEXT Boud (2000) has argued that higher education assessment must be sustainable so it “meets the needs of the present and prepares students to meet their future learning needs”. Within engineering education, sustainability means tasks should have real-world currency and encourage lifelong learning and self-regulatory competence. Portfolios are a widely adopted assessment practice in engineering which aligns well with understandings of sustainable assessment; however, many students have not experienced this assessment before entering higher education. Mismanaging the implementation of these assessments at critical times such as first encounters can often result in student bewilderment and frustration, potentially leading to increased attrition. PURPOSE The study aimed to develop effective scaffolding and supports for introducing portfolio assessment to first-year engineering students in response to student voice data. APPROACH An action research approach was adopted to examine the implementation of portfolio assessment with a cohort of Engineering students from diverse backgrounds. Students’ experiences of this portfolio assessment were gathered via surveys where they were asked to rate assessments on the ‘value’ of their learning, how much ‘effort’ was required to complete them and how ‘difficult’ they were to complete. These investigations, along with student satisfaction and results, informed significant revisions to the assessment structure of the unit in 2016 and further refinements in 2017; while the largely cross-sectional design means that such data cannot establish that one approach was more effective, they can provide some anecdotal evidence of improvements in the student experience. RESULTS Data indicated that unit revisions might have improved both students’ experiences and their academic achievement. For example, Absent Fail grades fell in 2017 to only seven down from 17 in 2015. Also, the 2017 cohort achieved an increase in grade point average of 4.91 up from 4.27 in 2015. Improvements in student satisfaction in areas of assessment tasks, learning resources and Moodle navigation were also noted. CONCLUSIONS These data suggest that not only could students see the benefit of portfolio assessment, but that introducing it in a structured and scaffolded way potentially improves the student experience and also their academic results. Keyword: 130202 Curriculum and Pedagogy Theory and Development; Foundation studies; Portfolio assessment; Student success URL: http://hdl.cqu.edu.au/10018/1231185 BASE Hide details 52 The effectiveness of dialogic reading in increasing English language learning preschool children's expressive language ... Brannon, Diana; Dauksas, Linda. - : Monash University, 2016 BASE Show details 53 Alphabet and phonological awareness: can it be enhanced in the early childhood setting? ... McLachlan, Claire; Arrow, Alison. - : Monash University, 2016 BASE Show details 54 Beyond perezhivanie, sense, and language: An empirical study of early childhood teachers' subjective senses ... Madeira-Coelho, Cristina M.. - : Monash University, 2016 BASE Show details 55 Perezhivanija discovered through narrative analysis: Emotive and motivational foci in parent's diverse heritage language and cultural sustaining in Australia ... Babaeff, Robyn. - : Monash University, 2016 BASE Show details 56 Building on Children's Linguistic Repertoires to Enrich Learning: A Project Report for the NSW Department of Education Somerville, Margaret (R16984); D'warte, Jacqueline (R16971); Sawyer, Wayne (R8537). - : Kingswood, N.S.W., Western Sydney University, 2016 BASE Show details 57 Exploring linguistic repertoires : applications for writing D'warte, Jacqueline (R16971). - : Melbourne, Vic., Pearson Australia, 2016 BASE Show details 58 If you build it, they may not come : why Australian university students do not take part in outbound mobility experiences Jones, Benjamin T.; Power, Anne (R8415); Gray, Tonia (R16988). - : Wollongong, N.S.W., University of Wollongong, 2016 BASE Show details 59 Assessment dialogues : perceptions of feedback and feed-forward Griffin, Timothy (R13382); Armitage, Lisa (R13782); Parker, Paul (R12265). - : Singapore, Springer, 2016 BASE Show details 60 Spiritual knowledge in Queensland curriculum documents: A framework for analysis Deagon, JR; Pendergast, D In: Deagon, JR, Pendergast, D, (2015). Spiritual knowledge in Queensland curriculum documents: A framework for analysis. Curriculum Perspectives, Vol. 35, No. 2, p. 16-29 (2015) BASE Show details Page: 1 2 3 4 5

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