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* Peer reviewed Keynote Speaker Diagnostic assessment in science as a means for improving teaching, learning and retention 1 David F. Treagust, Curtin University of Technology Pearson Education Science Teaching Award Invited Paper * Integrated Case-based Applied Pathology (ICAP): a model for learning and teaching of Veterinary Pathology 10 Katrina Bosward, Gerard Marcus, Federico Costa and Mark Krockenberger, The University of Sydney Symposium Presentations * A preliminary study on how accuracy relates to student self reports of confidence on a conceptual physics test 16 James Bewes and Manjula D. Sharma, The University of Sydney Rethinking practical assessment in first year Biology 21 Fiona Bird, La Trobe University * Diagnostic tests in a first year Mathematics subject 24 Georgina Carmody, Stephen Godfrey and Leigh Wood, University of Technology, Sydney * Multiple choice questions to combat plagiarism and encourage conceptual learning 31 Gareth Denyer and Dale Hancock, The University of Sydney * Integrating assessment and feedback to overcome barriers to learning at the passive/active interface in mathematics courses 37 David Easdown, The University of Sydney * The role of formative feedback in improving group work outcomes 43 Mark Freeman, Diane Hutchinson and Lesley Treleaven, The University of Sydney * The case for assessable in-class team-based learning 50 Mark Freeman, Susan McGrath-Champ, Steve Clark and Lucy Taylor, The University of Sydney * Enhancing learning and measuring learning outcomes in mathematics using online assessment 56 Layna Groen, University of Technology, Sydney * Peer assessment: is it fair? 62 Nicole Herbert, University of Tasmania * Computer-aided assessment in mathematical sciences 69 Grant Keady, The University of Western Australia, Gary Fitz-Gerald, RMIT University, Greg Gamble, Curtin University of Technology and Chris Sangwin, University of Birmingham, England * Diverse assessment methods in group work settings 74 Tim Langrish and Howard See, The University of Sydney * Driving learning via criterion-referenced assessment using Bloom's Taxonomy [Revised paper] 80 Raymond Lister, University of Technology, Sydney * An application of student learner profiling: comparison of students in different degree programs 89 Elizabeth May, Charlotte Taylor, Mary Peat, Anne M. Barko and Rosanne Quinnell, The University of Sydney * Reflective journals and critical thinking 97 Michael Paton, The University of Sydney * Teaching applied statistics courses using computer laboratory final examinations 101 Tania Prvan and Margaret Mackisack, Macquarie University * Multi-dictionary with word sense disambiguation system architecture 107 Numtip Rattanawongchaiya and Kanlaya Naruedomkul, Mahidol University, Thailand and Nick Cercone, Dalhousie University, Canada * The ACELL project: Student participation, professional development, and improving laboratory learning 113 Justin R. Read, Mark A. Buntine and Geoffrey T. Crisp, The University of Adelaide, Simon C. Barrie, Adrian V. George and Scott H. Kable, The University of Sydney, Robert B. Bucat, The University of Western Australia, and Ian M. Jamie, Macquarie University * Assessment for learning and motivation 120 Pauline M. Ross, Susan L. Siegenthaler and Deidre A. Tronson, University of Western Sydney * Changing assessment practices. Planning and evaluating the impact of innovations on students' experiences of assessment 126 Rosanne Taylor, The University of Sydney * Developing a prototype conceptual survey in fundamental quantum physics 133 Sura Wuttiprom, Ratchapak Chitaree and Chernchok Soankwan, Mahidol University, Thailand, Manjula Sharma and Ian Johnston, The University of Sydney * Science and engineering students' beliefs about plagiarism: 'It's only an assignment' 139 Shelley Yeo, Curtin University of Technology * Testing the personalisation hypothesis in pre-laboratory e-learning environments 146 Alexandra Yeung, Adrian George, Siegbert Schmid and Michael King, The University of Sydney * It's all foreign to me: learning through the language of genetics and molecular biology 153 Felicia Zhang and Brett A. Lidbury, University of Canberra Assessment design for teaching of personal and team interaction skills [Abstract only] 160 G.K. Ellem and G.R. MacFarlane, The University of Newcastle Poster Presentations * Feedback assessment of Science report writing for first year Genetics students 161 Tania Blanksby and Chee Kai Chan, La Trobe University A new approach to assignments and examinations in mathematics courses 165 David Easdown, The University of Sydney * LabRAT - An electronic mark recording system for large laboratory classes 169 N.J. Ekins-Daukes and J.W. O'Byrne, The University of Sydney * Flexible resources for flexible courses: are these really helping students perform in an assessment-driven learning environment? 174 R.J. Kewley, Charles Sturt University * Should lectures be compulsory? 178 Peter Lockwood, Chris Guppy and Robyn Smyth, The University of New England * Peer assessment in large group projects: forming professional attitudes in IT students 182 Richard Raban and Andrew Litchfield, University of Technology, Sydney Delivering first year physics assignments with limited Resources - An Australian three-centre study 187 Jurgen Schulte, University of Technology, Sydney Surveying Thai and Sydney introductory physics students' understandings of heat and temperature 190 Choksin Tanahoung, Ratchapak Chitaree and Chernchok Soankwan, Mahidol University, and Manjula Sharma and Ian Johnston, The University of Sydney A generic approach for Science 195 Brian Yates, University of Tasmania Modes of assessing a student's performance in statistical subjects: a brief look at the pro's and con's [Abstract only] 199 Eric J. Beh , University of Western Sydney and Shelton Peiris, The University of Sydney Design of an enquiry-based 'Practical Only' course for the teaching of basic skills in first year Biology [Abstract only] 199 G.K. Ellem, R.H. Dunstan, R.J. Tayler, E.A. McLaughlin, B. Nixon, J.W. Patrick , C.E. Offler and G.R. MacFarlane, , The University of Newcastle Creativity in mathematics assessment [Abstract only] 199 Stephen Godfrey, Gina Carmody and Leigh Wood, University of Technology, Sydney Teaching coloured perception to Thai students by inquiry [Abstract only] 200 Suchai Nopparatjamjomras, Ratchapak Chitaree and Chernchok Soankwan, Mahidol University On the notion of conceptual learning in undergraduate physics [Abstract only] 200 M. Radny and C.L. Waters, The University of Newcastle
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