Susan Toohey
Biographic Data
| ID | 1499656 |
|---|---|
| NAME | Susan Toohey |
| GIVEN NAMES | Susan |
| FAMILY NAME | Toohey |
| SIGNATURE | TOOHEY S |
| AFFILIATIONS | UNSW Sydney |
| VERIFIED | No |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1996 |
| LATEST PUBLICATION YEAR | 2012 |
| H-INDEX | 1 |
Linking assessment to undergraduate student capabilities through portfolio examination
Portfolios are an established method of assessment, although concerns do exist around their validity for capabilities such as reflection and self‐direction. This article describes an e‐portfolio which closely aligns learning and reflection to graduate capabilities, incorporating features that address concerns about portfolios. Students are required to complete assessments linked to graduate capabilities. In Year 3, a portfolio review occurs (205–…
The cross-over phenomenon: Unexpected Patterns of Change in Students' Approaches to Learning
A key aim of educational course design is to encourage students to adopt deeper approaches to learning. This article reports the findings of three studies that explored how medical students responded to three carefully designed educational course units. The findings suggest that, while a subgroup of the students responded by adopting deeper approaches (as intended by the designers of the course units), another subgroup responded by adopting more …
Assessment of Students' Personal Development as Part of Preparation for Professional Work--is it desirable and is it feasible
Personal attributes such as self-appraisal, willingness to take responsibility for continued learning, self-management and ability to work with others are significant factors in effective professional practice. This article explores the issues that arise when development of such personal attributes is identified as one of the goals of a new undergraduate medical programme. The issue of whether such personal learning should be assessed is examined…
The ‘Power Test’: Its impact on student learning in a materials science course for engineering students
This paper explores the impact on students’ learning of a change in assessment in a materials science course for engineers. The theory behind the move is discussed with reference to previous work on developing deeper approaches to learning in students at university. The new concept adopted was a ‘power test‘ — an open book format final exam, with extended time and opportunities for colleague interaction. Student response was evaluated by intervie…
Assessing the Practicum
The practicum appears in many different forms in professional education — as field placement, cooperative education, sandwich programs, internship and clinical placement. This review of current literature reveals many different conceptions of the kinds of learning outcomes that can be achieved through learning in the workplace and the contribution that the practicum can make to professional education. In consequence, assessment philosophies and m…
The cross-over phenomenon: Unexpected Patterns of Change in Students' Approaches to Learning
A key aim of educational course design is to encourage students to adopt deeper approaches to learning. This article reports the findings of three studies that explored how medical students responded to three carefully designed educational course units. The findings suggest that, while a subgroup of the students responded by adopting deeper approaches (as intended by the designers of the course units), another subgroup responded by adopting more …
Assessing the Practicum
The practicum appears in many different forms in professional education — as field placement, cooperative education, sandwich programs, internship and clinical placement. This review of current literature reveals many different conceptions of the kinds of learning outcomes that can be achieved through learning in the workplace and the contribution that the practicum can make to professional education. In consequence, assessment philosophies and m…
The ‘Power Test’: Its impact on student learning in a materials science course for engineering students
This paper explores the impact on students’ learning of a change in assessment in a materials science course for engineers. The theory behind the move is discussed with reference to previous work on developing deeper approaches to learning in students at university. The new concept adopted was a ‘power test‘ — an open book format final exam, with extended time and opportunities for colleague interaction. Student response was evaluated by intervie…
Assessment of Students' Personal Development as Part of Preparation for Professional Work--is it desirable and is it feasible
Personal attributes such as self-appraisal, willingness to take responsibility for continued learning, self-management and ability to work with others are significant factors in effective professional practice. This article explores the issues that arise when development of such personal attributes is identified as one of the goals of a new undergraduate medical programme. The issue of whether such personal learning should be assessed is examined…
The cross-over phenomenon: Unexpected Patterns of Change in Students' Approaches to Learning
A key aim of educational course design is to encourage students to adopt deeper approaches to learning. This article reports the findings of three studies that explored how medical students responded to three carefully designed educational course units. The findings suggest that, while a subgroup of the students responded by adopting deeper approaches (as intended by the designers of the course units), another subgroup responded by adopting more …
Linking assessment to undergraduate student capabilities through portfolio examination
Portfolios are an established method of assessment, although concerns do exist around their validity for capabilities such as reflection and self‐direction. This article describes an e‐portfolio which closely aligns learning and reflection to graduate capabilities, incorporating features that address concerns about portfolios. Students are required to complete assessments linked to graduate capabilities. In Year 3, a portfolio review occurs (205–…
Pedagogy (5 works) · Psychology (5 works) · Evaluation of Teaching Practices (4 works) · Mathematics education (4 works) · Medical education (4 works) · Innovations in Medical Education (3 works) · Medicine (3 works) · Reflective Practices in Education (3 works) · Engineering (2 works) · Engineering ethics (2 works)