Faculty of Education - Research Publications
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ItemOverview of the Empirical Validation of the Strengthened Australian Qualifications Framework(Australian Qualifications Framework Council, Australian Government, 2010)The aim of this study was to undertake an empirical analysis of the revised design of the strengthened Australian Qualifications Framework. In particular, four elements of the revised framework were to be examined: the levels structure, with 10 levels expressed as learning outcomes (referred to as 'levels criteria'); revised descriptors for each of the existing 14 qualification types (and two kinds [the Master's and Doctoral Degree qualifications types had two kinds: other and research]) expressed as learning outcomes (referred to as 'qualification type descriptors'); the relationship between the qualification types and the levels structure; [and] an estimate of the notional duration of student learning for each qualification type. The major aims of the empirical validation were to: estimate the complexity of the criteria for each of the levels, and for each set, compare the estimates with the proposed 10-level structure; estimate the complexity of each qualification type descriptor for each of the 14 qualification types; identify any potentially redundant and non-discriminating levels criteria and/or qualification type descriptors; determine where each qualification type is typically positioned within the proposed 10-level structure; [and] investigate the adequacy of the suggested duration for each qualification type.
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ItemEmpirical validation of the Strengthened Australian Qualifications Framework using Item Response Theory( 2010)This study set out to empirically examine the revised architectural design of the Strengthened Australian Qualifications Framework. There were four elements of the strengthened framework that were to be examined: 1. A levels structure with ten levels expressed as learning outcomes (referred to as Levels Criteria) 2. Revised descriptors for each of the existing 14 Qualification Types (and two kinds) expressed as learning outcomes (referred to as Qualification Type Descriptors). 3. The interaction between the Qualification Types and the Levels Structure. 4. A measurement of the notional duration of student learning for each Qualification Type. The study was designed to examine the measurement properties of three of the four elements listed above (i.e., 1, 2 & 3). It was also designed to examine the appropriateness of the assigned notional duration of student learning for each Qualification Type (i.e., 4).
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ItemValidation and Moderation in Diverse Settings: Final Research Report to the National Quality Council(National Quality Council, 2010)The study was undertaken to address concerns that had been raised by some stakeholder groups in relation to the perceived quality and consistency of assessments being undertaken by Registered Training Organisations (RTOs) in Australia's VET Sector. That is, there were concerns that assessment standards in the VET sector were often not comparable. Ensuring the comparability of standards had become particularly pertinent in the VET sector, as assessments could be made across a range of contexts (e.g., vocational education, educational and industrial contexts) by a diverse range of assessors using highly contextualised performance based tasks that required professional judgement by assessors.
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ItemEDUCATIONAL TECHNOLOGIES: Enhancing the learning of scientific inquiry skills for bioscience students in Australian universities(Australian Learning &Teaching Council, 2010)
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ItemLanguages Other Than English in Victorian government schools 2009(Victorian Department of Education and Early Childhood Development, 2010)
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ItemInternational students' engagement with effective educational practices: a cross-national comparison(Australian Council for Educational Research, 2010)
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ItemDoing more for learning: enhancing engagement and outcomes(Australian Council for Educational Research, 2010)