|
Abbott |
Cathy Abbott |
Small group analysis of journal articles |
|
Benkendorff |
Kirsten Benkendorff |
Industry relevant experience in disease assessment for Aquaculture |
|
Benkendorff |
Kirsten Benkendorff |
Streamlining practical assessment to meet student workload requirements |
|
Bird |
Marie-Louise Bird |
A group project - fairly assessing individual contribution |
|
Brightwell |
Richard Brightwell |
Formative learning to engage students in laboratory classes |
|
Burke |
Chris Burke |
Assessment used to drive understanding |
|
Cavanagh |
Heather Cavanagh |
Practical report as a diagnostic tool |
|
Cavanagh |
Heather Cavanagh |
Online feedback for written assessment |
|
Cavanagh |
Heather Cavanagh |
Assessment of contribution to online discussion |
|
Cooke |
Dr. Raylene Cooke |
Work experience and preparation for employment |
|
Cooke |
Dr. Raylene Cooke |
A sequence of tasks relating to ecotourism and interpretation |
|
Cooke |
Raylene Cooke |
A sequence of tasks related to conservation |
|
Dow |
Robert Dow |
Use of powerpoint slides for cell identification |
|
Edwards |
Ashley Edwards |
Use of open book testing in practical classes |
|
Fairweather |
Peter Fairweather |
Peer and self assessment of small group case studies |
|
Fairweather |
Peter Fairweather |
Self, peer and staff assessment of critical reading task |
|
Fairweather |
Peter Fairweather |
Minimising plagiarism |
|
Gleeson |
Dawn Gleeson |
A web site called AIRPORT with a discipline specific area for Biology |
|
Gregory |
Laura Gregory |
Managing preparedness of casual teaching staff for the biology practical |
|
Hancock |
Dale Hancock |
Consistency in marking short answer questions |
|
Hancock |
Dale Hancock |
Assessing a practical task and peer evaluation of that task |
|
Hargreaves |
Megan Hargreaves |
Criterion referenced exam questions |
|
Hargreaves |
Megan Hargreaves |
Small group research project |
|
Kleindorfer |
Sonia Kleindorfer |
Planning and assessing a group ecotourism project |
|
Kramer |
David Kramer |
Science skills in context |
|
Macaulay |
Janet Olwyn Macaulay |
Criterion based assessment of small group research and presentations |
|
Majer |
Jonathan Majer |
Using poster presentations to enhance communication skills |
|
Mamo |
John Mamo |
Peer assessment of students' scientific papers and grant proposals |
|
May |
Elizabeth May |
Critical reading and analysis of scientific papers |
|
Meyer |
Jan Meyer |
Managing the process of group work |
|
Miller |
Valda Miller |
Improving results by peer assisted study sessions (PASS) |
|
Miller |
Valda Miller |
Peer group support for online tests |
|
Mrongovius |
Margaret Mrongovius |
Online interactive practice exam |
|
Mrongovius |
Margaret Mrongovius |
Effective assessment for practical classes with large numbers of Biology students |
|
Mulder |
Raoul Mulder |
Deep learning in exams |
|
Mulder |
Raoul Mulder |
Use of a scoring matrix to provide detailed feedback on performance |
|
Mulder |
Raoul Mulder |
Temporal separation of feedback from grades |
|
Mulder |
Raoul Mulder |
Peer review of research reports |
|
Noble |
Glenys Noble |
Use of rubric to promote learning through an assessment task |
|
Oldroyd |
Ben Oldroyd |
Use of debating for assessing learning |
|
Pane |
Jan Pane |
Small group tutorial presentations for large classes |
|
Peat |
Mary Peat |
Mid-semester practice examination |
|
Peat |
Mary Peat |
Self-assessment modules online for first year biology students |
|
Peat |
Mary Peat |
Use of games, crosswords and discussions for self-assessment |
|
Peat |
Mary Peat |
Use of reflective journals in science |
|
Peat |
Mary Peat |
Essay marking using recorded commentary and feedback |
|
Peat |
Mary Peat |
Benchmarking: first year biology and chemistry at two universities |
|
Plastow |
Kayty Plastow |
Online assessment feedback as an instrument of reflective practice |
|
Quinnell |
Roseanne Quinnell |
Oral presentations to consolidate new information and practical skills |
|
Quinnell |
Roseanne Quinnell |
Peer feedback on first draft essays |
|
Robertson |
Jeremy Robertson |
Students prepare answers to typical questions from tourists |
|
Rogers |
Racheline Rogers |
The online revision of difficult topics |
|
Rogers |
Racheline Rogers |
Providing model answers to probing questions online |
|
Ross |
Pauline M. Ross |
Self assessment: a powerful learning tool to improve performance |
|
Ross |
Pauline M. Ross |
Using a portfolio to assess the key learning outcomes of practical classes |
|
Ross |
Pauline M. Ross |
The use of cartoons in teaching and learning invertebrate biology |
|
Ross |
Pauline M. Ross |
Aligning assessment standards with learning outcomes |
|
Sanderson |
Ken Sanderson |
Giving students choice in their assessment tasks |
|
Shapter |
Joe Shapter |
Online hurdle test of key competencies |
|
Short |
Megan Short |
Student debate in the first tutorial of First Year |
|
Students |
Postgraduate Students |
Student views on the assessment of a group assignment |
|
Students |
Postgraduate Students |
Individual plant research project and presentation |
|
Sutton |
Bruce Sutton |
Use of concept mapping to develop and assess critical thinking - a preliminary investigation |
|
Taylor |
Charlotte Taylor |
Incorporating students into a research program as part of the first year biology curriculum |
|
Taylor |
Charlotte Taylor |
A website called "How to write a laboratory report for biology" |
|
Taylor |
Charlotte Taylor |
Using online discussions to engage large cohorts in written assessment tasks |
|
Taylor |
Charlotte Taylor |
Use of SOLO taxonomy to grade student written answers |
|
Taylor |
Charlotte Taylor |
Feed-forward for report writing in a large first year biology cohort |
|
Thomson |
Murray Thomson |
Combating academic dishonesty: use of plagiarism software |
|
Vanniasinkam |
Thiru Vanniasinkam |
Incorporating current developments in the field into teaching material |
|
Walker |
Todd Walker |
Self directed learning in Histology |
|
Walker |
Todd Walker |
Group discussion, individual essay and group poster |
|
Wassens |
Skye Wassens |
Environmental impact statement scoping report |
|
Wassens |
Skye Wassens |
Using early feedback to improve the quality of scientific reports in Ecology |
|
West |
Jan West |
Streamlining feedback on generic skills in practical reports |
|
Wilson |
Andrea Wilson |
Self-reflection on a critique of a scientific paper |
|
Wilson |
Andrea Wilson |
Field trip integrated with theory lectures |
|
Wood |
David Wood |
Using 'classroom clickers' to interact with a large first year biology class |
|
Wood |
David Wood |
Redesigning first year Biology |
