Archive | Assessment design and practice RSS for this section

Make exams easier to make them harder

By Sam Graham You’re sitting in a bar. (No, this isn’t a joke.) Your friend tells you his great aunt just died. You offer sympathy, and say that dying must be a frightening experience. Your friend says that it’s not if you think about it. You go home. You tell your husband or wife about […]

Added Value in Collaboration

By Wei Wei, David DeBrot & Matthew Cowan The LSU offers an array of services for our students which include workshops and one-on-one consultations to support them with academic language and learning support for their degree programs. But one service in particular that we provide has become probably the most successful in terms of numbers […]

Critical Thinking Study Part 2

By Matthew Cowan As promised in last week’s post, this week we’re posting an infographic on the next stage of our critical thinking study. This particular infographic was on display at our event a few weeks ago. If the infographic needs further elaboration, don’t hesitate to leave a comment! Part 2

Teamwork Asian style

By Dr. Wei Wei, LSU This is Wei’s article that appeared in Thanh Nien News and Vietweek News on 01/02/2013. I have never believed that the idea of “teamwork” can work in the Asian context. I can still vaguely remember the first time I did teamwork with 3 colleagues from Asia in the student common room of the School […]

Does the university entrance exam stop Vietnamese students from thinking critically?

By Dr Wei Wei, LSU Every summer is a headache for Asian students who have almost finished high school as university entrance exams arrive. A good exam score is interpreted as the primary indicator for a wide range of things, for example, the students’ efforts, intelligence, learning strategies and learning outcomes, teachers’ capabilities, efforts, commitment, […]

Supporting NESB students

By Ian Handsley An obvious complication to the teaching and learning environment at RMITV is that we deliver Australian qualifications to students from non-English speaking backgrounds (NESB). Students at IELTS 6.5–the majority of RMITV undergrads–experience additional learning burdens. Not only are subject concepts complex and culturally specific, but students often experience the language in which […]

Good task design

By Ian Handsley We see the real outcomes of assessment at the LSU – most of the time they’re good, but sometimes students are unnecessarily hobbled by certain assessment designs and wordings. So, based on our experiences and good practice, here are some tips for ensuring assessments do what they’re meant to do… Keep the […]