Faculty of Education - Research Publications
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ItemVET in Schools: strengthening delivery and assessment outcomes(TVET Australia, Commonwealth of Australia, 2011)The National Quality Council (NQC) funded a consortium led by Victoria University to design and implement 11 interactive sessions across each state and territory. The aim of the sessions was to communicate outcomes of the NQC’s current work on assessment to schools involved in the delivery of VET qualifications recognised under the AQF. This included schools that were either school-based RTOs and/or those schools who had partnership and/or auspicing arrangements with other RTOs. The relevant findings of the NQC funded projects to be communicated as part of the dissemination strategy included the reports and support materials available from the NQC website in relation to assessment, validation and moderation. The NQC completed these projects in 2009 and 2010 and was interested in ensuring that the key outcomes of the projects were shared with school teachers/assessors delivering nationally recognized VET qualifications.
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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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ItemFuture Proofing Schools The Phase 1 Research Compilation(Faculty of Architecture Building and Planning, University of Melbourne, 2011)Future Proofing Schools is an Australian Research Council funded research project that is working with six education departments across Australia and other Industry Partners to re-vitalise ‘relocatable classrooms’ as 21st century learning spaces. Our research suggests that we have an unprecedented opportunity to benefit from a range of ‘tipping points’ in sustainable school design, 21st century pedagogies and emergent technologies in manufacturing that will allow us to transform the notion of the relocatable classroom.
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ItemLearning from Short Term Sojourns in China(Melbourne Graduate School of Education, The University of Melbourne, 2011)
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ItemGetting the most you can from your school's China trip(University of Melbourne, 2011)
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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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ItemLanguages in Victorian government schools 2010(Victorian Department of Education and Early Childhood Development, 2011)