Marks should not be the focus of assessment— but how can change be achieved?

This paper attempts to address the possibility of real change after a hundred years of exam-based assessments that produce a single mark or grade as feedback on students’ progress and abilities. It uses design thinking and a reframing of the assessment space to foreground an attribute-based approach that retains the diversity of aspects of a student’s performance across subject boundaries. There are a number of rationales and concepts built into this approach that aim to divert staff and student focus from marks, content delivery, and retention, towards the development of knowledge literacies, conceptual frameworks, and a broad range of personal qualities and skills. Web-based software (REVIEW) developed and refined for more than a decade to facilitate this approach retains categorised student progress data through the day-to-day criterion-referenced marking of assignments and exams. Education research cited proposes that institutions should engage students as a partner in their personal and professional development rather than as a customer buying a degree. It is suggested and illustrated in this paper that the use of self-assessment and visual feedback on different categories of progress is part of the key to forming such a partnership

Uncertainty in climate change projections of discharge for the Mekong River Basin

The Mekong River Basin is a key regional resource in Southeast Asia for sectors that include agriculture, fisheries and electricity production. Here we explore the potential impacts of climate change on freshwater resources within the river basin. We quantify uncertainty in these projections associated with GCM structure and climate sensitivity, as well as from hydrological model parameter specification. This is achieved by running pattern-scaled GCM scenarios through a semi-distributed hydrological model (SLURP) of the basin. Pattern-scaling allows investigation of specific thresholds of global climate change including the postulated 2 degrees C threshold of "dangerous" climate change. Impacts of a 2 degrees C rise in global mean temperature are investigated using seven different GCMs, providing an implicit analysis of uncertainty associated with GCM structure. Analysis of progressive changes in global mean temperature from 0.5 to 6 degrees C above the 1961-1990 baseline (using the HadCM3 GCM) reveals a relatively small but non-linear response of annual river discharge to increasing global mean temperature, ranging from a 5.4% decrease to 4.5% increase. Changes in mean monthly river discharge are greater (from -16% to +55%, with greatest decreases in July and August, greatest increases in May and June) and result from complex and contrasting intra-basin changes in precipitation, evaporation and snow storage/melt. Whilst overall results are highly GCM dependent (in both direction and magnitude), this uncertainty is primarily driven by differences in GCM projections of future precipitation. In contrast, there is strong consistency between GCMs in terms of both increased potential evapotranspiration and a shift to an earlier and less substantial snowmelt season. Indeed, in the upper Mekong (Lancang sub-basin), the temperature-related signal in discharge is strong enough to overwhelm the precipitation-related uncertainty in the direction of change in discharge, with scenarios from all GCMs leading to increased river flow from April-June and decreased flow from July-August

The calibration of student judgement through self-assessment: disruptive effects of assessment patterns

© 2014, © 2014 HERDSA. Can extended opportunities for self-assessment over time help students develop the capacity to make better judgements about their work? Using evidence gathered through students' voluntary self-assessment of their performance with respect to assessment tasks in two different disciplines at two Australian universities, the paper focuses on the effects of sequences of units of study and the use of different types of assessment task (written, oral, analysis, and project) in the development of student judgement. Convergence between student criteria-based gradings of their own performance in units of study and those allocated by tutors was analysed to explore the calibration of students' judgement over time. First, it seeks to replicate analyses from an earlier smaller-scale study to confirm that students' judgements can be calibrated through continuing opportunities for self-assessment and feedback. Second, it extends the analysis to coherently designed sequences of units of study and explores the effects of different types of assessment. It finds that disruptive patterns of assessment within a sequence of subjects can reduce convergence between student and tutor judgements

Future river flows and flood extent in the Upper Niger and Inner Niger Delta: GCM-related uncertainty using the CMIP5 ensemble

A semi-distributed hydrological model of the Upper Niger and the Inner Niger Delta is used to investigate the RCP 4.5 scenario for 41 CMIP5 GCMs in the 2050s and 2080s. In percentage terms, the range of change in precipitation is around four times as large as for potential evapotranspiration, which increases for most GCMs over most sub-catchments. Almost equal numbers of sub-catchment–GCM combinations experience positive and negative precipitation change. River discharge changes are equally uncertain. Inter-GCM range in mean discharge exceeds that of precipitation by three times in percentage terms. Declining seasonal flooding within the Inner Delta is dominant; 78 and 68% of GCMs project declines in October and November for the 2050s and 2080s, respectively. The 10- and 90-percentile changes in mean annual peak inundation range from −6136 km 2 (−43%) to +987 km 2 (+7%) for the 2050s and −6176 km 2 (−43%) to +1165 km 2 (+8.2%) for the 2080s

GCM-related uncertainty for river flows and inundation under climate change: the Inner Niger Delta

A semi-distributed hydrological model of the Niger River above and including the Inner Delta is developed. GCM-related uncertainty in climate change impacts are investigated using seven GCMs for a 2°C increase in global mean temperature, the hypothesised threshold of “dangerous” climate change. Declines in precipitation predominate, although some GCMs project increases for some sub-catchments, whilst PET increases for all scenarios. Inter-GCM uncertainty in projected precipitation is three to five times that of PET. With the exception of one GCM (HadGEM1), which projects a very small increase (3.9%), river inflows to the Delta decline. There is considerable uncertainty in the magnitude of these reductions, ranging from 0.8% (HadCM3) to 52.7% (IPSL). Whilst flood extent for HadGEM1 increases (mean annual peak +1405 km2/+10.2%), for other GCMs it declines. These declines range from almost negligible changes to a 7903 km2 (57.3%) reduction in the mean annual peak

Assessment of uncertainty in river flow projections for the Mekong River using multiple GCMs and hydrological models

Hydrological model-related uncertainty is often ignored within climate change hydrological impact assessments. A MIKE SHE model is developed for the Mekong using the same data as an earlier semi-distributed, conceptual model (SLURP). The model is calibrated and validated using discharge at 12 gauging stations. Two sets of climate change scenarios are investigated. The first is based on a 2 °C increase in global mean temperature (the hypothesised threshold of ‘dangerous’ climate change), as simulated by seven GCMs. There are considerable differences in scenario discharge between GCMs, ranging from catchment-wide increases in mean discharge (up to 12.7%; CCCMA CGCM31, NCAR CCSM30), decreases (up to 21.6% in the upper catchments; CSIRO Mk30, IPSL CM4), and spatially varying responses (UKMO HadCM3 and HadGEM1, MPI ECHAM5). Inter-GCM differences are largely driven by differences in precipitation. The second scenario set (HadCM3, increases in global mean temperature of 1–6 °C) shows consistently greater discharge (maximum: 28.7%) in the upper catchment as global temperature increases, primarily due to increasing precipitation. Further downstream, discharge is strongly influenced by increasing PET, which outweighs impacts of elevated upstream precipitation and causes consistent discharge reductions for higher temperatures (maximum: −5.3% for the main Mekong). MIKE SHE results for all scenarios are compared with those from the SLURP catchment model and the Mac-PDM.09 global hydrological model. Although hydrological model-related uncertainty is evident, its magnitude is smaller than that associated with choice of GCM. In most cases, the three hydrological models simulate the same direction of change in mean discharge. Mac-PDM.09 simulates the largest discharge increases when they occur, which is responsible for some differences in direction of change at downstream gauging stations for some scenarios, especially HadCM3. Inter-hydrological model differences are likely attributed to alternative model structures, process representations and PET methods (Linacre for MIKE SHE and SLURP, Penman–Monteith for Mac-PDM.09)

Integrating Graduate Attributes with Assessment Criteria in Business Education Using an Online Assessment System

This paper describes a study of the integration of graduate attributes into Business education using an online system to facilitate the process. 'ReView' is a system that provides students with criteria-based tutor feedback on assessment tasks and also provides opportunities for online student self-assessment. Setup incorporates a process of 'review' whereby assessment criteria are grouped into graduate attribute categories and reworded to make explicit the qualities, knowledge and skills that are valued in student performance. Through this process, academics clarify and make explicit the alignment of assessment tasks to learning objectives and graduate attribute development across units and levels of a program of study. Its application in three undergraduate Business units was undertaken as a collaborative action research project to improve alignment of graduate attributes with assessment, identification of assessment criteria and feedback to students. This paper describes the use of Review and presents an analysis of post-ReView data that has institutional implications for improving assessment and self-assessment practices