Dp Thomas

Putting on the Style

Many children are living in extreme poverty; barely meeting their daily survival needs. Yet in the more developed world we are spending billions of dollars per year on toys and games. Surely this money is better spent helping to evaluate the problems associated with world poverty? Surely it could be used to help the problems with water? Surely it is better spent on education in undeveloped countries? It is really simple – think before you buy.

Embracing Change When ‘Writing for Change’: My Ph.D. Journey

What is an appropriate structure for reporting a study that sought to understand and interpret the valued language choices in the highest scoring persuasive texts written by Tasmanian primary and secondary school students for the 2011 NAPLAN writing test, and to critique the impact of such high-stakes, standardised testing on Australian primary and secondary school teachers’ persuasive writing instruction, straddling between positivist, interpretivist and critical paradigms, and adopting qualitative research?

Elaborating a framework for communicating assessment aims in higher education

Abstract Assessment is a central feature of student learning in higher education and has a strong influence on the student experience. Accordingly, the appropriate communication of assessment aims is a priority for all higher education institutions. This study proposes an analytical framework for the interpretation and creation of assessments across higher education disciplines. The framework suggests that assessments can be categorised according to rhetorical purposes, formats, modes and group arrangements. Assessments from three degree programmes at one Australian university are analysed using the framework to show its usefulness in classifying and evaluating task components and generating broad images of degrees based on assessment regimes. We draw on these practical applications to explain and compare discipline-specific qualities of each degree, and argue that the framework might enhance the communication of assessment aims to benefit higher education stakeholders.

Engaged Young Writers

Since 2008, it has been compulsory for all Australian students in Years 3, 5, 7 and 9 to complete a number of standardised tests known as the National Assessment Program – Literacy and Numeracy (NAPLAN). Completed yearly, the NAPLAN tests are designed to assess students’ reading, writing, language (spelling, grammar, and punctuation), and numeracy skills (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2010).