Australian Education Index (AEI)

Find answers to current educational challenges

• Identify Australian research and researchers
• Keep up to date with new developments and trends
  in education

Subjects covered by AEI include

• Curriculum
• Educational policy, planning & administration
• Special education
• Adult and continuing education
• Educational psychology
• Higher education
• Teaching and teacher education
• Educational sociology
• Educational systems, levels and institutions
• Research and measurement techniques
• Vocational education and training
• Educational history
• Indexing

Over 200 Australian journals comprehensively indexed and more than 500 Australian and international journals are
scanned for relevant articles. View the list of core journals indexed.   And view the list of core conferences indexed. Books, conference proceedings and papers, research and technical reports, theses and legislation are also indexed.

Click here to search AEI.

Education Research Theses

With more than 13 500 entries, the Education Research Theses database is a comprehensive source of the unique  research found in doctoral and masters research theses accepted by Australian Universities in the field of education.
The database is updated monthly and includes bibliographic citations and abstracts for theses ranging from the early twentieth century to those accepted as recently as this year. Links are provided to the full text of over 1000 online theses.

Click here to search ERT online.

A Novel Architecture for E-Learning Knowledge Assessment Systems

by: Krzysztof Gierlowski, Krzysztof Nowicki. International Journal of Distance Education Technologies. Hershey: Apr-Jun 2009. Vol. 7, Iss. 2; pg. 1.

Abstract

In this article we propose a novel e-learning system, dedicated strictly to knowledge assessment tasks. In its  functioning it utilizes web-based technologies, but its design differs radically from currently popular e-learning solutions which rely mostly on thin-client architecture. Our research proved that such architecture, while well suited for didactic content distribution systems is ill-suited for knowledge assessment products. In our design we employed loosely-tied distributed system architecture, strict modularity, test and simulation-based knowledge and skill assessment and an our original communications package called Communication Abstraction Layer (ComAL), specifically designed to support communication functions of e-learning systems in diverse network conditions (including offline environment).The system was tested in production environment on Faculty of Electronics, Telecommunications and Informatics, Technical University of Gdansk with great success, reducing staff workload and increasing efficiency of didactic process. Tests also showed system’s versatility as the system was deployed in environments of classroom, remote and blended learning.  [PUBLICATION ABSTRACT]

e-Assessment and the student learning experience: A survey of student perceptions of e-assessment

by:  John Dermo

University of Bradford, Bradford, UK

In: British Journal of Educational Technology, Vol. 40 Issue 2, Page 203-214.

Abstract

This paper describes a piece of research carried out at the University of Bradford into student perceptions of  e-assessment. An online questionnaire was delivered to 130 undergraduates who had taken part in online assessment (either formative or summative) during the academic year 2007–2008. The survey looked at six main dimensions: (1) affective factors, (2) validity, (3) practical issues, (4) reliability, (5) security, and (6) learning and teaching. The aim of the survey was to identify possible risks in planning e-assessments, as well as to gauge student opinion. The findings of the survey indicated a range of opinions across the student body, with greatest concern about the
fairness of item banking. It was also found that the most positive aspect of e-assessment in the eyes of students concerned the benefits that it can bring to teaching and learning. In addition, the paper concludes that age and gender did not significantly affect student responses in any of the areas studied.  [PUBLICATION ABSTRACT]

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Does regular online testing enhance student learning in the numerical sciences? Robust evidence from a large data set

Simon D. Angus ¹ and Judith Watson ^{2 1} Department of Economics, Monash University, Clayton, Australia ² School of Economics, University of New South Wales, Sydney, Australia

In: British Journal of Educational Technology, Vol. 40 Issue 2, pg. 255-272.

Correspondence to Judith Watson, University of New South Wales, Sydney, Australia. Dr Simon D. Angus, Department of Economics, Monash University, Clayton, 3206 VIC, Australia. Email: simon.angus@buseco.monash.edu.au

Abstract

While a number of studies have been conducted on the impact of online assessment and teaching methods on student learning, the field does not seem settled around the promised benefits of such approaches.

It is argued that the reason for this state of affairs is that few studies have been able to control for a number of confounding factors in student performance. We report on the introduction of a regular (every 3 weeks) low-mark online assessment tool in a large, first-year business mathematics course at the University of New South Wales, a major Australian university. Using a retrospective regression methodology together with a very large and rich data set, we test the proposition that exposure to the online assessment instrument enhances student learning. Significantly, we are able to control for prior student aptitude, in-course mastery, gender and even effort via a voluntary class attendance proxy. Furthermore, the study incorporates two large, and statistically diverse cohorts as well as manipulations in the model tested to robustly examine the outcomes. Our central result is that higher exposure to the online instrument robustly leads to higher student learning, all else being equal. Various implications for online assessment design, implementation and targeting are also discussed.  [PUBLICATION ABSTRACT]

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