Gregory Nash
Biographic Data
| ID | 8901455 |
|---|---|
| NAME | Gregory Nash |
| GIVEN NAMES | Gregory |
| FAMILY NAME | Nash |
| SIGNATURE | NASH G |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2016 |
| H-INDEX | 0 |
A written, reflective and dialogic strategy for assessment feedback that can enhance student/teacher relationships
In response to the shortcomings of current assessment feedback practice, this paper presents the results of a study designed to examine students’ and teachers’ experience of engaging in a written, reflective and dialogic feedback (WRDF) strategy. The strategy was designed to enhance the learning experience of students undertaking a large first-year core course at a regional Australian university in semester 2, 2012. The evaluation consisted of th…
If first-year students are afraid of public speaking assessments what can teachers do to alleviate such anxiety
Public speaking and oral assessments are common in higher education, and they can be a major cause of anxiety and stress for students. This study was designed to measure the student experience of public speaking assessment tasks in a mandatory first-year course at a regional Australian university. The research conducted was an instrumental case study, with a student-centred focus. Surveys were designed to elicit student perceptions of their emoti…
Can a systematic assessment moderation process assure the quality and integrity of assessment practice while supporting the professional development of casual academics
There has been a threefold increase in the employment of casual academics in Australian universities within the last 20 years, to the extent that most teaching and marking is now undertaken by casual academics, also known as sessional staff. Yet, casualised teaching and assessment has been considered a risk to student engagement and success, and casual academics report a lack of professional development and increased feelings of marginalisation w…
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A written, reflective and dialogic strategy for assessment feedback that can enhance student/teacher relationships
In response to the shortcomings of current assessment feedback practice, this paper presents the results of a study designed to examine students’ and teachers’ experience of engaging in a written, reflective and dialogic feedback (WRDF) strategy. The strategy was designed to enhance the learning experience of students undertaking a large first-year core course at a regional Australian university in semester 2, 2012. The evaluation consisted of th…
If first-year students are afraid of public speaking assessments what can teachers do to alleviate such anxiety
Public speaking and oral assessments are common in higher education, and they can be a major cause of anxiety and stress for students. This study was designed to measure the student experience of public speaking assessment tasks in a mandatory first-year course at a regional Australian university. The research conducted was an instrumental case study, with a student-centred focus. Surveys were designed to elicit student perceptions of their emoti…
Can a systematic assessment moderation process assure the quality and integrity of assessment practice while supporting the professional development of casual academics
There has been a threefold increase in the employment of casual academics in Australian universities within the last 20 years, to the extent that most teaching and marking is now undertaken by casual academics, also known as sessional staff. Yet, casualised teaching and assessment has been considered a risk to student engagement and success, and casual academics report a lack of professional development and increased feelings of marginalisation w…
Medical education (3 works) · Pedagogy (3 works) · Psychology (3 works) · Evaluation of Teaching Practices (2 works) · Focus group (2 works) · Medicine (2 works) · Perception (2 works) · Sociology (2 works) · Student Assessment and Feedback (2 works) · Anxiety (1 work)