Faculty of Education - Theses
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ItemComplex syntax use in children with hearing loss( 2023-07)Children with hearing loss (CHL) present with a wide variety of language and literacy profiles unique to this population. Even with advancements in early identification, technology, and early intervention, many CHL continue to show language difficulties when compared to their typically hearing peers. These difficulties are across multiple aspects of language including phonology, vocabulary, and morphosyntax. One area that has been explored minimally is complex syntax. Complex syntax competence is important for language, reading comprehension, writing proficiency, and social relationships. Complex syntax is often mistakenly assumed to be a later developing skill that follows mastery of grammatical morphology and simple sentence structure. However, complex syntax is simultaneously acquired, with grammatical morphology and basic clausal structure (Barako Arndt & Schuele, 2013) emerging at a relatively young age. Complex syntax is shown to be a continuing area of challenge for CHL. The purpose of this study was to describe and profile CHL’s complex syntax use to better understand the vulnerabilities and resiliency in language for these children. This PhD study examined complex syntax use by 8- to 10-year-old CHL as compared to their typically hearing peers. The two groups undertook a range of language and cognitive measures, including elicited language samples. Frequency, variety, and accuracy of complex syntactic productions were compared across the groups. Results indicate that while CHL produce a similar range of complex syntax types, they exhibit less frequent use, less variety, and reduced accuracy across and within complex syntax types as compared to their typically hearing peers. CHL demonstrate a range of error types that suggest challenges across multiple language domains. Greater processing demands are suggested to cause breakdowns across multiple levels of sentence production, with CHL demonstrating differences in a range of cognitive processes, particularly phonological memory. The differences, although somewhat reduced as compared to previous research, and possibly masked by the small sample size, warrant further investigation. This research contributes valuable information for clinicians, educational professionals, and researchers around strengths and challenges in CHL’s complex syntax use. The novel assessment protocol has promise as a comprehensive battery that can provide a deeper analysis of complex syntax in individual CHL. This research also focused attention on the importance of considering the interactions between language domains and the interrelationships between language and cognitive capacities. Further research should continue to investigate this important area of language.
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ItemInteractions and collaboration in interdisciplinary teams undertaking project work in higher education( 2019)This study investigates the interactions and collaboration that occur in interdisciplinary teams brought together to undertake project work in a higher educational setting. The aim of the study is to understand whether teams interact to collaborate across project stages to develop project solutions together. The study was conducted at a subject or unit level within a school of design in an Australian university using a qualitative case study approach. The focus was on the processes and interactions of four teams, all of which were undertaking the same project with the same tutor. Data were collected from a number of sources within each team, including pre project interviews with students and tutor, team Facebook transcripts, self reflection journals and assessment results. These data sets were triangulated for the analysis. The iterative analysis identified themes common across teams as well as variations unique to each team. The study found that three key factors, team leadership, emotional intelligence and curriculum development, consistently influence interpersonal interactions and collaboration in interdisciplinary teams. The findings indicate that the leadership role is critical and that the knowledge and personality of the individual who performs this role have the potential to influence the level of team interaction and to guide opportunities for collaborative engagement in the design thinking process. The research presented in this thesis suggests that leaders who are supportive and have the emotional intelligence to recognise and respect the individual value of team members are more likely to lead teams that interact collaboratively in design education. Conversely, a lack of discipline knowledge and low levels of emotional intelligence at the leader level limit the teams potential to interact collaboratively across all stages of the design process. These findings provide significant guidance for educators using interdisciplinary teams in problem based learning.
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ItemScreening for developmental difficulties in Australian Aboriginal children: validation of a culturally adapted tool( 2019)Early detection of developmental difficulties in young children is important for facilitating access to targeted intervention and maximising its positive effects. The later that difficulties are identified, the less likely that intervention will be as successful. Standardised developmental screening tools improve the detection rates of developmental difficulties and are widely recommended for use with all children. In Australia, Aboriginal children face higher rates of developmental vulnerability. However, there are no culturally appropriate developmental screening tools that have been validated for use in this population. The ASQ TRAK is one developmental screening tool that has been culturally and linguistically adapted for Australian Aboriginal children. The aims of this thesis were to investigate and select a theoretical framework for the validation of a developmental screening tool and conduct a rigorous validation study of the ASQ TRAK. The argument based approach to validation was selected following a review of validation theory. Using a cross sectional design, data were collected across ten participating sites in the Northern Territory and South Australia. Participants were Australian Aboriginal children aged between 2 and 48 months, along with their parents or caregivers. Local staff were trained in administering the ASQ TRAK. Recruitment of participants was time and resource intensive. In total, 336 children completed developmental screening using the ASQ TRAK. Of these children, 124 were assessed using a concurrent developmental assessment, the Bayley Scales of Infant and Toddler Development or the Battelle Developmental Inventory. A sample of staff and caregivers also completed surveys about their experience using the ASQ TRAK. Caregivers and staff agreed that the ASQ TRAK was easy to understand, culturally relevant, acceptable, and they were satisfied with the screening tool. Inter rater and inter instrument reliability was high. Internal consistency coefficients varied across domains and age groups. Participants scores on the ASQ TRAK domains were moderately positively correlated with their scores on the corresponding domains of the Bayley III or BDI 2. Sensitivity and specificity rates were acceptable. The high negative predictive value suggests that most children who score above cut off on the ASQ TRAK are developing typically and that very few children with developmental difficulties are under identified. Several challenges were encountered during the validation study. Obstacles to recruiting large numbers of participants, particularly children with developmental difficulties, included a small population, large geographical distances and high costs. The argument based approach to validation provided a framework for prioritising and organising the types of validity evidence that were collected. While continuing research is necessary and planned, the results suggest that the ASQ TRAK has acceptable psychometric properties and is accepted and valued by Aboriginal families and the staff who service them. Developmental monitoring is of critical importance, particularly for Aboriginal children who experience high rates of developmental vulnerability. The thesis results further support the use of the ASQ TRAK as an acceptable and valid developmental screening tool for Australian Aboriginal children.
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ItemTo what extent is the Script Concordance Test a valid measure of clinical reasoning for Advanced Paediatric Life Support Training?( 2018)Although Advanced Paediatric Life Support (APLS) and other Structured Resuscitation Training (SRT) programs receive widespread professional endorsement, studies have shown limited and short term change in clinicians’ knowledge, skills and behaviour. This could be because SRT outcomes (knowledge, skills and an approach to care) are measured in isolation, which is not how the content of these programs is applied in the clinical context. Script Concordance Tests (SCTs) have been validated as a measure of knowledge and clinical reasoning following clinical placement training programs. However, SCTs have not been validated as an assessment tool for SRT programs. This project is a validation study of an SCT for the APLS program. Guided by the frameworks of Messick and Kane, this study created and piloted an APLS SCT to collect qualitative and quantitative data for a validation argument. Despite small numbers, psychometric analysis indicated that the APLS SCT as designed, performed in a similar manner to SCTs created for other contexts. Larger studies with APLS learners will be required to further validate the SCT for the APLS context. However, this preliminary work indicated positive results.
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ItemSpeech-language pathology intervention for young offenders( 2017)Young offenders are a vulnerable and marginalised group with critical speech, language, and communication needs. Fifty to sixty percent of male young offenders have a clinically significant developmental language disorder. Despite this, little research has focussed on the efficacy and feasibility of speech-language pathology (SLP) intervention in youth justice settings. A year-long study in a youth justice facility in Victoria, Australia was undertaken. Following an assessment study (n = 27), a language intervention trial was conducted using a series of four empirical single case studies. The study evaluated the extent to which one-to-one speech-language pathology intervention improved the language skills of male young offenders. The feasibility of delivering SLP services was also investigated using quantitative service efficiency data, and qualitative data gathered from a staff focus group, and researcher field notes. Half of the sample in the assessment study qualified for a diagnosis of language disorder (> 1 standard deviation below mean on standardised measures), one third had social cognition deficits, and deficits in subskills of executive functioning ranged from one to three quarters of participants. Social cognition and executive functioning measures contributed significantly to variability in oral language skills. Individualised intervention programs were delivered for each of the four single case studies. There were medium-large improvements in the targeted communication skills, many of which were statistically significant. The data indicated evidence of the feasibility of SLP services, in spite of considerable barriers, including a high frequency of disruptions and cancellations. This research makes a substantial contribution to the evidence supporting the efficacy of one-to-one SLP intervention for young offenders. This research indicates that, despite substantial barriers, there are opportunities for effective and responsive SLP services with young offenders, as part of wider efforts to change the risk trajectories of these young people.
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ItemUsing data from computer-delivered assessments to improve construct validity and measurement precision( 2016)Rapid uptake of information and communication technologies (ICTs) has influenced every aspect of modern life. The increased use of such technologies has brought many changes to the field of education. The current work focuses on educational assessment, and in particular, on some hitherto unexplored implications of increased computer delivery of educational assessments. When an assessment is paper-delivered, what is collected is the final product of a test-taker's thinking. In form, this product might range from their choice of response to a multiple-choice item, to an extended written response, but, regardless of form, the final product can offer only limited insight into the thought process that led to the final product. By contrast when an assessment is computer-delivered, it is a trivial matter to collect detailed information about every student interaction with the assessment material. Such data are often called “process data”. The current work uses process data from computer-delivered assessments of digital reading and problem solving included in the 2012 cycle of the Programme for International Assessment (PISA) to explore issues of construct validity and measurement precision. In previous work, process data have either been used in purely exploratory ways, or, while a link to theory has been made, the central issues in the current work have been at most, a peripheral focus. A review of the literature suggested four indicators derived from process data: navigation behaviour (to be used in relation to digital reading items) and total time, decoding time, and number of actions (to be used in relation to both digital reading and problem solving items). While all the indicators were derived directly from frameworks of digital reading and problem solving, there were differences in the expected relationship between the indicator and ability. In particular, while effective navigation behaviour is part of good digital reading across items with different demands, the relationship between total time, decoding time and number of actions may be expected to vary depending on the demands of an individual item. Therefore in the current work, two different approaches were needed. In the case of navigation behaviour, the indicator was included directly in the scoring of items, so that students received some credit for reaching the target page containing the information needed to answer the question even if they did not answer correctly. By including an indicator that is explicitly valued in digital reading in scoring, we can better assess the intended construct and therefore improve construct validity. In the case of total time, decoding time and number of actions, these indicators were included as regressors in the scoring models used, thereby increasing measurement precision. Results of the current work suggest that the new data arising from computer-delivered assessments can be used to improve our measurement of digital reading and problem solving by better measuring the intended construct, and by increasing measurement precision. More generally, the current work suggests that process data can be used in a way that is responsible, and well-linked to theory.
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ItemFrom log file analysis to item response theory: an assessment template for measuring collaborative problem solving( 2017)Recent economic, educational and psychological research has highlighted shifting workplace requirements and the change that is required in education and training to equip the emerging workforce with the skills for the 21st century. The emergence of these demands highlights the importance of new methods of assessment. An earlier study, ATC21S, pioneered assessment of individuals’ collaborative problem solving (CPS). The study represented a major advance in educational measurement, although the issue of efficiency, reliability and validity remained to be resolved. This study addresses some of these issues by proposing and developing an assessment template for measuring CPS in online environments. The template presented, from conceptualisation to implementation, centres on its generalizable application. The first part of the template outlines task design principles for the development of CPS tasks. The second part of the template presents a systematic process of identifying, coding and scoring behaviour patterns in log file data generated from the assessment tasks. Item response theory is used to investigate the psychometric properties of these behaviour patterns. Behavioural indicators are presented that are generalizable across students, CPS tasks and assessment sets. The goal of this study is to present an approach that can inform new measurement practices in relation to previously unattended latent traits and their processes. The assessment template provides an efficient approach to development of assessments that measure the social and cognitive subskills of collaborative problem solving.
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ItemBridging the data literacy gap for evidence-informed education policy and practice: the impact of visualization( 2017)Data literacy comprises an important set of competencies in today’s society. Its rise in prominence can be traced to several developments: the exponential increase in data leading to unprecedented possibilities for transforming society; the global Open Data movement as a driving force in making data more accessible; and the evidence-informed policy movement. In the education sector, the latter is linked to the data-driven decision making movement, which refers to the use of data to inform education policy and practice at all levels. Because of these developments, data literacy is becoming embedded as an integral part of professional competencies for educators and education leaders. The purpose of the study was twofold: first, to investigate whether data literacy can be measured on a single scale of increasing proficiency, and second, to investigate the effect of different data presentation formats on data literacy within the context of evidence-informed education policy and practice. A data literacy test was developed which required participants to answer multiple-choice questions based on a set of research briefs. Participants consisted mainly of graduate students enrolled in an education-related degree and education researchers. An experimental design was used in which the treatment condition was the presentation format of the research briefs. Test participants (N = 127) were randomly assigned to one of three presentation formats – text-only, text plus tabulated data, and text plus visualization – where tabulated data and visualizations were constructed from information in the text. The findings from the test calibration supported the hypothesis of a hierarchical unidimensional data literacy scale. The interpretation of data literacy competencies along a log-linear scale replicated the hypothesized hierarchical development of data literacy levels. It was also hypothesized that text plus visualization would lead to higher levels of data literacy compared to the other presentation formats. While previous research analysed differences in presentation formats through raw scores, this study used many-facet Rasch model analysis. Ordinal-level raw scores were transformed into linear, interval-level measures as an outcome of the interaction between three facets: person, item, and presentation format. In contrast to raw scores, Rasch model parameter estimates are sample independent, so the findings can be more objectively generalized beyond the sample and items used in the study. Rasch parameter estimates for the three presentation formats supported the hypothesis that the use of visualizations is associated with higher levels of data literacy. Item-level analysis of the effect of presentation format, based on the theories of cognitive fit, cognitive load, and the proximity compatibility principle, suggested that data presentations which emphasize relationships between variables matching the problem context increase data literacy levels. Those that do not may lower data literacy levels by acting as extraneous cognitive load that diverts limited cognitive resources, especially if they misdirect attention and subsequent analysis. Implications of these findings were discussed in terms of the conceptualization of a hierarchy of data literacy competencies vis-à-vis the requirements of educators and education leaders, the potential and caveats of using data presentations for communicating policy-relevant evidence, and future research on data presentation and visualization.
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ItemExploring the qualities of Electronic Health Record medical student documentation( 2016)Written communication within the health professions has been rapidly changing over the last decade. Implementation of Electronic Health Records (EHR) in health services is now widespread. Medical student teaching and learning of the skills specifically required for EHRs has lagged behind the implementation. Very few original studies have focused on EHR skills and there are no validated measures by which to assess any of the EHR skills students are expected to develop. Our study explored the attributes of quality EHR documentation recorded by medical students, with the purpose of the EHR documentation being the communication between health care professionals to share or transfer the clinical care of a patient. Recently there have been published validated instruments for measuring quality in physician EHR documentation, one being Physician Documentation Quality Instrument (PDQI-9). The purpose of this study was to explore the attributes of quality of EHR documentation written by first-year clinical medical students by building upon existing literature. The PDQI-9 was used as a basis for defining the attributes of quality in EHR documentation as a foundation for assessing and providing feedback on the performance of documentation to medical students. With the focus on assessment, and providing a content validated test domain for assessment in quality EHR documentation, we utilised Kane’s framework for validity to structure the study and a mixed method study design to achieve the depth of exploration required to examine the performance of quality documentation fully. The study was conducted in two stages. In the first stage of the study, an expert panel of assessors applied the PDQI-9 to existing EHR data recorded by first clinical year medical students in a graduate entry program. The assessors both scored the records and justified their grading. Descriptive statistics and thematic analysis were undertaken on the data collected, and the findings triangulated with the literature review. The second stage employed explanatory semi-structured interviews with the expert assessors to better understand the findings of the first stage and reach consensus on a test domain for assessing quality documentation recorded by medical students. Outcomes from our study indicated that the PDQI-9 in its current format was not valid in a medical student setting, however most of the attributes assessed by the PDQI-9 were deemed relevant and meaningful to assess if their interpretations were clarified. In addition, Professionalism of documentation was regarded as a quality attribute. Consensus was reached on modifications that have the potential to improve the validity of the assessment of quality documentation recorded by medical students. Further studies need to complete Kane’s framework of validity for an assessment instrument and collect evidence to broaden the validity of the scoring, the generalization of the assessment items, the extrapolation to the real world and the implications of this assessment for students and health services.
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ItemTeaching the live: the pedagogies of performance analysis( 2016)Theatre as an artform is ephemeral in nature and offers a lived, aesthetic experience. Attending theatre and analysing theatre performance is a key component of the study of drama in senior secondary education systems in Australia, and in many international education systems. The senior secondary drama curriculum in Victoria offers a unique context for analysing live theatre performances. Lists of performances are prescribed for teachers and students to select from and attend. The year prior to the lists being created, theatre companies are invited to submit productions for consideration. The written curriculum determines that students write a written analysis of one production. This task assesses students’ knowledge, skills and understanding of what they experience at school level, and they are assessed again in an end-of-year‘ high-stakes’ examination, the results of which contributes to students’ overall graduating academic score. Methodologically, this study used case study methods to investigate the pedagogies of performance analysis, selecting four cases as a collective case study approach. Over a period of fourteen months the study investigated how the lists of performances were generated, how teachers and students selected a performance to attend, how teachers taught the analysis of live theatre performance to senior drama students in a high-stakes assessment environment, and critically examined the role of theatre companies within these processes. The data comprised document analysis, participant observation, field notes, semi-structured individual and focus group interviews, and researcher reflective journal. Specifically the study examined pedagogy and how teachers’ pedagogical choices moved the written curriculum towards enacted and experienced curriculum. It explored what influenced and impacted these pedagogies in order to consider what constitutes effective pedagogies for teaching the analysis of live theatre performance within the research context and, more broadly, wherever the analysis of theatre performance is included in senior drama curricula. The findings indicate that while the teachers who participated in the study sought to create rich educational experiences for their senior drama students, they needed to take a reductive approach and employ teaching strategies that reinforced capacities relevant to the exam rather than those that engaged with the live arts experience or recognised and incorporated the embodied practices of drama education. Consequently, the study questions the purpose of examining performance analysis. The study also revealed how theatre company practices impact the teaching of performance analysis. As a way to structure an effective pedagogy for teaching performance analysis the study recommends that a purposeful, structured and sustained community of practice be established between curriculum authorities, theatre companies and schools. It is one that acknowledges the four stages of pedagogy identified and is a model that has potential application in curriculum where performance analysis is part of studying drama and theatre.