Neville Chiavaroli
Biographic Data
| ID | 1690684 |
|---|---|
| NAME | Neville Chiavaroli |
| GIVEN NAMES | Neville |
| FAMILY NAME | Chiavaroli |
| SIGNATURE | CHIAVAROLI N |
| AFFILIATIONS | Australian Council for Educational Research |
| ORCID | 0000-0003-1488-9747 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 10 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
The line we draw
It is still about validity
Reid et al. respond to recent challenges to reliability norms in assessment by reinforcing the primacy of validity and reflecting on test length, assessment burden and implications for culture change
Twelve tips for developing effective marking schemes for constructed-response examination questions
Constructed-response questions (CRQs) require effective marking schemes to ensure that the intended learning objectives and/or professional competencies are appropriately addressed, and valid inferences regarding examinee competence are drawn from such assessments. While the educational literature on writing rubrics has proliferated in recent years, this is largely targeted at classroom use and formative purposes. There is comparatively little gu…
Rethinking assessment in response to generative artificial intelligence
By considering the significant implications of generative AI for assessment, the authors suggest reclaiming oral assessment, when there is value in assessing unassisted understanding, and embracing AI for assisted assessment
The STEM pipeline
Skills in science, technology, engineering and mathematics (STEM) are promoted by the Australian government as pivotal for Australia's economic prosperity. Research on equity groups suggests that group membership is associated with several factors linked to 'leakage' from the STEM pipeline of school, university and transition to work. In this paper we draw on longitudinal Australian data to understand what factors influence the participation of e…
In-verse reflection
Medical educators recognize the value of reflection for medical students and the role creative writing can play in fostering this. However, direct creative writing tasks can be challenging for many students, particularly those with limited experience in the arts and humanities. An alternative strategy is to utilize an indirect approach, engaging students with structured tasks that obliquely encourage reflection. This paper reports one such approa…
Standard setting using programmatic thinking for small cohort performance‐based exams
Setting standards for determining competent performance on examinations is well-established in medical education. Establishing a conceptual boundary that differentiates competent from non-competent testtakers typically involves either expert judgement based on test item characteristics (e.g. Angoff), or an empirical process based on examinee performance (e.g. Borderline regression). 1 Standard-setting
Incorporating aspects of programmatic assessment into examinations
CONTEXT: A programmatic approach to assessment entails gathering and aggregating 'rich information' on candidates to inform progress decisions. However, there is little guidance on how such an approach might be implemented in practice. OBJECTIVE: We describe an approach to aggregating rich information across assessment formats to inform committee decision-making in a specialist medical college. METHODS: Each item (n = 272) for every examination w…
When I say …. diversity
The authors explore the meanings, significance, implications of the term ‘diversity’, arguing this crucial concept needs to be understood contextually, critically
The Medical Humanities and the Perils of Curricular Integration
The STEM pipeline
Skills in science, technology, engineering and mathematics (STEM) are promoted by the Australian government as pivotal for Australia's economic prosperity. Research on equity groups suggests that group membership is associated with several factors linked to 'leakage' from the STEM pipeline of school, university and transition to work. In this paper we draw on longitudinal Australian data to understand what factors influence the participation of e…
The Medical Humanities and the Perils of Curricular Integration
When I say …. diversity
The authors explore the meanings, significance, implications of the term ‘diversity’, arguing this crucial concept needs to be understood contextually, critically
Standard setting using programmatic thinking for small cohort performance‐based exams
Setting standards for determining competent performance on examinations is well-established in medical education. Establishing a conceptual boundary that differentiates competent from non-competent testtakers typically involves either expert judgement based on test item characteristics (e.g. Angoff), or an empirical process based on examinee performance (e.g. Borderline regression). 1 Standard-setting
Incorporating aspects of programmatic assessment into examinations
CONTEXT: A programmatic approach to assessment entails gathering and aggregating 'rich information' on candidates to inform progress decisions. However, there is little guidance on how such an approach might be implemented in practice. OBJECTIVE: We describe an approach to aggregating rich information across assessment formats to inform committee decision-making in a specialist medical college. METHODS: Each item (n = 272) for every examination w…
In-verse reflection
Medical educators recognize the value of reflection for medical students and the role creative writing can play in fostering this. However, direct creative writing tasks can be challenging for many students, particularly those with limited experience in the arts and humanities. An alternative strategy is to utilize an indirect approach, engaging students with structured tasks that obliquely encourage reflection. This paper reports one such approa…
Rethinking assessment in response to generative artificial intelligence
By considering the significant implications of generative AI for assessment, the authors suggest reclaiming oral assessment, when there is value in assessing unassisted understanding, and embracing AI for assisted assessment
The STEM pipeline
Skills in science, technology, engineering and mathematics (STEM) are promoted by the Australian government as pivotal for Australia's economic prosperity. Research on equity groups suggests that group membership is associated with several factors linked to 'leakage' from the STEM pipeline of school, university and transition to work. In this paper we draw on longitudinal Australian data to understand what factors influence the participation of e…
Twelve tips for developing effective marking schemes for constructed-response examination questions
Constructed-response questions (CRQs) require effective marking schemes to ensure that the intended learning objectives and/or professional competencies are appropriately addressed, and valid inferences regarding examinee competence are drawn from such assessments. While the educational literature on writing rubrics has proliferated in recent years, this is largely targeted at classroom use and formative purposes. There is comparatively little gu…
It is still about validity
Reid et al. respond to recent challenges to reliability norms in assessment by reinforcing the primacy of validity and reflecting on test length, assessment burden and implications for culture change
The line we draw
Innovations in Medical Education (7 works) · Computer Science (6 works) · Medicine (6 works) · Psychology (6 works) · Mathematics education (4 works) · Medical education (4 works) · Sociology (4 works) · Clinical Reasoning and Diagnostic Skills (3 works) · Citation (2 works) · Curriculum (2 works)