Faculty of Education - Theses
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ItemRater consistency and judgment in the direct assessment of second language writing ability within the certificates in spoken and written English( 1998)The introduction of competency-based models of language and literacy education in Australia has, to a large degree, coincided with an increased emphasis on direct assessment as the most common means of evaluating second language writing ability within the Adult Migrant English Program. The key problem in directly assessing writing ability is having two or more raters arrive at a similar judgment or rating for the same piece of writing. While there is a long tradition of research on rater consistency and judgment in the holistic assessment of writing ability, similar research on the direct assessment of second language writing ability within the context of competency-based language and literacy education is almost non-existent. This study aims to determine the degree to which the performance criteria designed to assess second language writing ability within the Certificates in Spoken and Written English can ensure acceptable levels of rater consistency, and to describe the decision-making behaviours and strategies used by raters when reading for the purposes of assessment. The think-aloud verbal reports of six experienced ESL raters assessing three texts written by intermediate level adult ESL learners were transcribed and subjected to a rigorous interpretive analysis. In terms of rater consistency, analysis of raters verbal reports indicated that while there was generally a high degree of rater consistency at the overall performance or text level there was considerably tess agreement at the level of individual performance criteria. Analysis of the data revealed that raters adopted distinctive styles or approaches to reading for the purposes of assessment and that raters interpreted and applied the performance criteria statements in a range of different ways. These findings have significant implications not only for the development of competency-based assessment procedures but also for the training of raters. v11
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ItemAn evaluation of the National Studies Program( 1999)This study focuses on the National Studies Program, which is one of the activities Emergency Management Australia (EMA) and, more specifically, the Australian Emergency Management Institute (AEMI) has supported and undertaken. Since its inception the National Studies Program has consisted of workshops, seminars and study periods which explored multi-disciplinary aspects of emergency management. All these activities were designed to enhance prevention, preparedness, response or recovery capabilities or to further community understanding. The National Studies Program has evolved in an unsystematic manner. An evaluative review of how it has evolved, combined with the collection of information from involved individuals has provided a means of making the program more relevant, better presented with improved outputs and outcomes. In this study, data were collected and analysed from archival records and interviews. A needs assessment was undertaken to determine the gap between what is currently the case and what should be, in order to determine a set of recommendations for improving an existing program. This evaluation was undertaken by an internal evaluator so the study should be seen as a contribution to the insider for insider category of evaluation practice. It is therefore expected that because of the evaluator having a stake in the program the recommendations will be effective and be utilized.
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ItemOrphan in the Pacific : a drama teacher's lived experience( 1999)This is a qualitative study of the lived experience of a drama teacher over a six-year period as she journeys from neophyte to experienced teacher. The study examines how an individual experiences the phenomenon of teaching drama and explores how teaching interconnects the private and professional lives of the drama educator. As the teacher-researcher I collected and analysed data from my own practice in order to reflect on my teacher life history. This study aims to establish what it means to be a drama educator and define the 'good' drama teacher. The research was conducted in three education settings. It is presented in the narrative style of the 'hero's journey' outlined by Vogler. The autobiographical narrative constructed from the various participants' voices reveals how the context of the settings in which the events took place impacted upon the teacher's life story. The study illuminates the multiple roles played by the drama teacher in her personal and professional lives. It provides an understanding of the needs of the beginning and experienced drama educator; and the importance of teacher life histories to make sense of the drama teacher's working life.