Liza O'Moore

Peer assessment learning sessions (PALS): An innovative feedback technique for large engineering classes

This paper reports the development of innovative assessment sessions within two core technical courses in Civil Engineering at the University of Queensland. Peer Assessment Learning Sessions (PALS) facilitate a students peer assessment of a colleagues problem-based learning assignment or tutorial within a ‘traditional’ whole-class setting, under guidance from the lecturer. The assessment is carried out against worked solutions, with a template marking scheme. Following the class, submissions are reviewed by the lecturer and marks moderated if required. In combination, the review and the PALS provide very clear indication where the class or individuals have misconceptions, and where knowledge is below required criteria. This enables the lecturer to provide an accurate synthesis of these points to the class. Students obtain summative feedback, individual formative feedback and whole-class formative feedback within a few days of submission. This significantly improves students self-reflection and their review of class material. Feedback is very positive and demonstrated here through the presentation of anonymous survey results. PALS address the challenge of providing frequent, efficient and timely assessment for large classes of 100–200+students while simultaneously enabling and providing high quality formative feedback.

Plastic Shrinkage Cracking of Concrete

Summary Plastic shrinkage cracking, which occurs during the first several hours after the casting of concrete, is of considerable economic significance in the concrete construction industry. In this paper, the mechanism of plastic shrinkage cracking and its related phenomena of evaporation and bleeding are first reviewed. Then, together with tensile strength of early-age concrete, the concept of matric suction, its effect on plastic shrinkage and an empirical relationship for its estimation are discussed. Practical implications of the discussion are also highlighted.

Simulating work: can simulators help develop a workforce?

The aviation model of simulator training emphasises realistic physical conditions and practice of emergency responses. Its apparent success has led to the adoption of simulators in other industries such as rail. Relatively light levels of use of the simulators in that industry indicate that simulators may not fit well in all industries, no matter how similar their operations may seem. This leads us to ask what needs to be simulated in workplace development settings and whether better-targeted simulation might expand the ways in which simulators can be used. Much of the existing technical discussion of simulators comes from a human factors perspective which focuses on micro-processes in performance. We argue for a more socio-cultural and socio-technical position that simulators can develop workforce competency only when jobs are understood in their socio-cultural settings and the role of technology is understood as relative to and determined by that setting. We also present ways in which industry can approach the identification of targets for simulator use and implementation strategies. These suggestions have the potential not only to save money but also contribute to a more professional and engaged workforce.