The development of an assessment matrix to promote student learning in postgraduate multidisciplinary research projects
An assessment matrix based on a research skill development framework has been developed to promote learning outcomes and improve evaluation and feedback to students undertaking research projects as part of their multidisciplinary postgraduate coursework program. Although general University grade descriptors are available, they are often open to interpretation, which can cause inconsistency especially where students and supervisors are from different disciplines. The paper describes the development of the assessment matrix to guide and evaluate research projects.
Allen, D., & Tanner, K. (2006). Rubrics. Tools for making learning goals and evaluation criteria explicity for both teachers and learners. Life Sciences Education, 5(3), 197-203. Andrade, H. G. (2001). The effects of instructional rubrics on learning and writing. Current Issues in Education, 4(4). From http://cie.ed.asu.edu/volume4/number4/
Edstrom, K. (2008). Doing course evaluation as if learning matters most. Higher Education Research and Development, 27(2), 95-106.
Elton, L. R. B., & Laurillard, D. (1979). Trends in research on student learning. Studies in Higher Education, 4(1), 87-102.
Hounsell, D., McCune, V., Hounsell, J., & Litjens, J. (2008). The quality of guidance and feedback to students. Higher Education Research and Development, 27(1), 55-67.
Morris, M., Porter, A., & Griffiths, D. (2004). Assessment is bloomin’ luverly: developing assessment that enhances learning. Journal of University Teaching and Learning Practice, 1(2), Article 5.
Reddy, Y. M., & Andrade, H. G. (2009). A review of rubric use in higher education. Assessment and Evaluation in Higher Education, 35(4), 435-448.
The University of Adelaide. (2006). Code of Practice for Postgraduate Coursework Studies. From https://www.adelaide.edu.au/policies/1283/
The University of Adelaide. (2011). Assessment for Coursework Programs Policy. From http:// www.adelaide.edu.au/policies/700/
Willison, J., & O’Regan, K. (2007). Commonly known, commonly not known, totally unknown: a framework for students becoming researchers. Higher Education Research and Development, 26(4), 393-409.
Willison, J. (2009). Handbook for Research Skill Development and Assessment in the Curriculum. The University of Adelaide.