It is with pleasure we introduce Curtin Learning and Teaching’s newly formed Learning Futures Team. The new area, Led by Associate Professor David Gibson, has been created using a combination of existing and new functions.
The area is responsible for strategic projects and the integration of learning futures for the University.
There are four key areas in the Learning Futures team:
The notion that letter grades enhance learning was something that teachers, administrators and parents merely presumed. If every classroom from elementary schools to public universities was assigning grades, they must be a meaningful measure of learning. Besides, rewarding students with an A for doing schoolwork, while threatening them with an F for not doing it, seems like a smart way to motivate youngsters to master algebra or English.
But using grades as both a measure and a motivator was an inherently flawed pursuit. For starters, grades are far less consistent and reliable than their simplicity implies. A blood pressure reading will be the same in Austin as in Durham, North Carolina. But a Python coding assignment or an essay on the causes of the Spanish Civil War might receive different grades at the University of Texas than at Duke University. Ample evidence shows that grading can vary considerably from professor to professor even within a university; that some instructors aren’t even consistent with themselves, assigning different marks for identical work; and that extraneous factors like penmanship and a student’s attractiveness can affect grades.
More important, the letter system ran smack into Goodhart’s Law,an adage named for British economist Charles Goodhart, which holds that when a measure becomes a target, it ceases being a good measure. Grades began as a tool for assessing learning but quickly became the point of the exercise. For many students, the goal of school isn’t to learn. It’s to get an A.
The exams include English, mathematics, biology, economics and legal studies. They also include ancient history, dance, drama, food studies, geography, media and physical education.
A quarter of the cheating allegations in 2023 were from students undertaking business subject exams, including legal studies, accounting and economics.
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Authentic assessment contrasts with ‘traditional’ forms of assessment in ways that appear to be significant and, largely, positive. However, authentic assessment is often invested wit
Students accused of cheating at the University of Melbourne will be sent to a powerful committee for investigation, as AI fuels a growing wave of misconduct.
Integrity experts say sites offering cheating services to students are hard to trace, and some are run by criminals willing to make threats of violence
Recent reports, including a notable article in The Guardian, by Caitlin Cassidy have shed light on a growing concern: students are seemingly using AI tools inappropriately to complete their academic work in increasing numbers. While this issue is particularly prominent in higher education, it's also
Assessment beyond the individual unit/module: What it is, and why it matters more than ever in the age of AI?Together with collegues from the University o
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