ABSTRACT

This study documents the development of an assessment (a multiple-choice test with free text rationale) built into an academic skills module over a 2 year period. Initially introduced as a credit bearing assessment to promote student engagement, disappointing results in the first year prompted a further intervention in year 2 with an additional lecture and a series of online resources provided. The results of the assessment from both years were examined; firstly, to determine the success of the intervention, and secondly, the free text rationales in an attempt identify aspects of academic practice that proved difficult for students. With a diverse cohort, the opportunity to examine distinctions between home and international students was also explored. The results indicated that upon the introduction of the intervention the pass rate for the assessment increased from 56% to 80%, however a qualitative analysis of the free text student rationales highlighted persistent underlying problems.

摘要

本研究记录了为期 2 年的学术技能模块中内置的评估（具有自由文本基本原理的多项选择测试）的发展。最初作为学分评估引入以促进学生参与，第一年令人失望的结果促使第二年进一步干预，提供了额外的讲座和一系列在线资源。审查了两年的评估结果；首先，确定干预的成功，其次，自由文本的基本原理试图确定对学生来说困难的学术实践方面。通过多样化的队列，还探索了检查国内学生和国际学生之间区别的机会。