John Willison The Models of Engaged Learning and Teaching ...
Dr John Willison Centre for Learning and Professional Development University of Adelaide
24
Dr John Willison Centre for Learning and Professional Development University of Adelaide Developing and Assessing Students’ Research Skills in the Curriculum A seminar for the Faculty of Economics and Commerce, University of Melbourne 2 Australia n Learning and Teaching Council
description
2 Australian Learning and Teaching Council. Developing and Assessing Students’ Research Skills in the Curriculum A seminar for the Faculty of Economics and Commerce, University of Melbourne. Dr John Willison Centre for Learning and Professional Development University of Adelaide. Overview. - PowerPoint PPT Presentation
Transcript of Dr John Willison Centre for Learning and Professional Development University of Adelaide
Dr John Willison
Centre for Learning and Professional Development
University of Adelaide
Developing and Assessing Studentsrsquo Research Skills in the Curriculum
A seminar for the Faculty of Economics and CommerceUniversity of Melbourne
2
Australian Learning and Teaching Council
Overview
Analyse collaboratively and draw own conclusions about the Research Skill Development (RSD) framework
Examine examples from Business and disciplines that have used wikis
Apply the RSD to a context of relevance
Disciplines Involved in Trialling RSD
bull Business (Melbourne and Monash)bull Dentistry Oral Health Electronic Engineering
Introduction to Academic Learning for International Students Medical Science Nursing Petroleum Engineering (Uni of Adelaide)
bull Psychology (Macquarie)bull Introduction to Tertiary Learning (University of South
Australia)bull Impending Chemical Engineering and Computing
Sciencebull In train VU (Engineering) QUT USQ (Multiple)
Why Research Skill Development (RSD) in the curriculum
bull Undergraduate research experiences are claimed to increase student motivation satisfaction understanding of content progression to and completion of HDR and to reduce attrition and plagiarism Buthellip
bull Without the modeling of research practices at a higher level of thinking students continue to engage in investigations at the introductory level even though their exposure to content is considerably richer with each course they take
(Chaplin 2003 p238)
Research Skill Development in Curriculum Design and Assessment
bull In 12+ Disciplines so far changes that lectures have made are small
bull Lecturers take existing assessment and rework the marking criteria according to the RSD
bull Use analogous criteria eg Oral Health used Businessbull Some missing facets eg lsquoevaluatersquo are incorporatedbull lsquoDiagnosticrsquo Assessments have been changed or
addedbull Otherwise the nature of assessments is unchangedbull The focus of the course is either renewed or clarifiedbull Explicit nature of RSD changes curriculum
Level Iclosed inquiry structured and guided
Level IIclosed inquiry structured
Level IIIclosed inquiry independently
Level IVopen inquiry structured guidelines
Level V open inquiry
Levels of Student Autonomy
Face ts
Students
A Embark determining need for knowledge
B Findgenerate
C Critically evaluate
D Organise information
E Synthesise analyse apply
F Communicate
Research Skill Development Framework
Assessments Based on the RSD framework In Business Courses
(see pages 58-61 of RSD Handbook)
I II III IV
Open-ended Research
II II IIIII IIIA
F
A
F
A
F
Entry Level RSD Lit RSD 3
I II IIIA
F
Entry Level RSD
Business Law
Business Ethics
Life Impact The University of Adelaide
Application of RSD Framework for Learning and Teaching
Slide 9
RSD Framework
bull Provides the Big Picture and relates this to the assessment details for course coordinators lecturers tutors and especially students
bull Informs assessment-first curriculum redesignbull Same lsquofacetsrsquo for multiple assessments
various levelsbull Explicit ampTransparent assessment criteriabull Coherent amp Incremental skill developmentbull Revisited amp (potentially) Cyclic Conceptual
Framework
References
bull Bloom B Engelhardt MD Furst EJ Hill WH amp Krathwohl DR (1956) Taxonomy of Educational Objectives NewYork David McKay Company
bull Australian and New Zealand Institute of Information Literacy (2004) Australian and New Zealand Information Literacy Framework Principles standards and practice (2nd Edition) Retrieved from httpwwwcauleduauinfo-literacyInfoLiteracyFrameworkpdf on 15408
bull Cohen J (1988) Statistical power analysis for the behavioral sciences (2nd edition) Hillsdale NJ Erlbaum
bull Chaplin SB (2003) Guided development of independent inquiry in an anatomyphysiology laboratory Advanced Physiology Education 27 230-240 2003
bull Willison JW amp OrsquoRegan K (2007) Commonly known commonly not known totally unknown A framework for students becoming researchers Higher Education Research and Development 26 (4)
Web Site
wwwadelaideeduauclpdrsd
Lots of downloadable RSD examples are available here
Acknowledgement
Support for this activity has been provided by The Australian Learning and Teaching Council an initiative of the Australian Government Department of Education Science and Training
The views expressed in this activity do not necessarily reflect the views of Australian Learning and Teaching Council
lsquoApplication of RSDrsquo slides were provided by Dr Mario Ricci and Dr Eleanor Peirce University of Adelaide
For more Informationhellip
hellip or to discuss ideas further contact John
johnwillisonadelaideeduau08 8303 3219
Open Inquiry RSD Score vs L it RSD 3 Score 2007 (95 students)
0
5
10
15
20
25
00 20 40 60 80 100 120 140 160 180
L it RS D 3 S c ore (max 18)
r= 057
Correlations between RSD Assessments 2005-2007
2005 2006 2007
O week vs Lit RSD 1
018n=98
013n=119
001n=138
O week vs Open Inquiry
016n=82
009n=97
004n=95
Lit RSD 1 vs Lit RSD 3
NA 014N=115
030n=121
Pwer = 095 p=005
Correlations between RSD Assessments 2005-2007
2005 2006 2007
Lit RSD 1 vs Open Inquiry
041n=82
Power = 099 p=005
030n=97
Power = 091 p=005
038n=95
Power = 096 p=005
Lit RSD 3 vs Open Inquiry
048n=79
(Power=098
plt001)
055n=97
(powergt0995 plt001)
057n=95
(powergt0995 plt001)
Correlations between RSD and pre-RSD Assessments 2003-2007
2003
(pre- RSD)
2004
(pre- RSD)
2005
(mid RSD)
2006 2007
Lit RSD 1 vs Open Inquiry
NA NA 041n=82
Power = 099
p=005
030n=97
Power = 091
p=005
038n=95
Power = 096
p=005
Lit RSD 3 vs Open Inquiry
020n= 104
Power 077
p lt 01
040n=117
Power 099
plt 001
048n=79
Powergt098
plt001
055n=97
powergt099
plt001
057n=95
powergt099
plt001
Facets associated with research processes
In researching students
A embark on an inquiry and so determine a need for knowledgeunderstanding
B findgenerate needed informationdata using appropriate methodology
C critically evaluate informationdata and the process to findgenerate
D organise information collectedgeneratedE synthesise and analyse and apply new knowledgeF communicate knowledge and the processes used to generate it
with an awareness of ethical social and cultural issues
(Willison amp OrsquoRegan 2007 based on Bundy 2004)
Levels of Student Autonomy
Level I
Students research at the level of a closed inquiry and require a high degree of structureguidance
Facets of research inquiry
A Students embark on inquiry and so determine a need for knowledge understanding
B Students findgenerate needed information
C Students critically evaluate information data and the process to findgenerate
D Student organise information collectedgenerated
E Students synthesise and analyse and apply new knowledge
F Students communicate knowledge and understanding and the process used to generate them
Level I
Student researches at the level of a closed
inquiry and requires a high degree of
structureguidance
bull Appropriately identifies key ideas from 1 source When using 2 or more sources identifies some peripheral or duplicated ideas as key
bull Significance of the paper is stated but not based on leads from or gaps in the literature httpwwwadelaideeduauclpdrsdcellsaa1html
Levels of Student Autonomy
Level II
Students research at the level of a closed inquiry and requires structure
Facets of research inquiry
A Students embark on inquiry and so determine a need for knowledge understanding B Students findgenerate needed information C Students critically evaluate information data and the process to findgenerateD Student organise information collectedgeneratedE Students synthesise and analyse and apply new knowledgeF Students communicate knowledge and understanding and the process used to generate them
Level I
Student researches at the level of a closed inquiry and requires a high degree of structureguidance
Level II
Student researches at the level of a closed inquiry and
requires some structureguidance
bull Identifies key ideas across several sources bull Significance of the paper is stated explicitly and is based on leads from or gaps in a limited number of references
httpwwwadelaideeduauclpdrsdcellsaa2html
Levels of Student Autonomy
Level III
Students research independently at the level of a closed inquiry
Facets of research inquiry
A Students embark on inquiry and so determine a need for knowledge understanding B Students findgenerate needed information C Students critically evaluate information data and the process to findgenerateD Student organise information collectedgeneratedE Students synthesise and analyse and apply new knowledgeF Students communicate knowledge and understanding and the process used to generate them
Level IStudent researches at the
level of a closed inquiry and requires a high degree of
structureguidance
Level IIStudent researches at the
level of a closed inquiry and requires some
structureguidance
Level IIIStudent researches
independently at the level of a closed inquiry
bull Significance of the paper is clearly stated and based on leads from or gaps in a substantial number of sources
httpwwwadelaideeduauclpdrsdcellsaa3html
Levels of Student Autonomy
Level IV
Students research at the level of an open enquiry within structured guidelines
Level I
Student researches at the level of a closed inquiry and
requires a high degree of structureguidance
Level II
Student researches at the level of a closed inquiry and
requires some structureguidance
Level III
Student researches independently at the level of
a closed inquiry
Level IV
Student researches at the level of an open enquiry
within structured guidelines
Facets of research inquiry
A Students embark on inquiry and so determine a need for knowledge understanding B Students findgenerate needed information C Students critically evaluate information data and the process to findgenerateD Student organise information collectedgeneratedE Students synthesise and analyse and apply new knowledgeF Students communicate knowledge and understanding and the process used to generate them
bull Aimshypothesis clear focussed and innovative
httpwwwadelaideeduauclpdrsdcellsaa4html
Levels of Student Autonomy
Level V
Students research at the level of an open inquiry within self-determined guidelines
Facets of research inquiry
A Students embark on inquiry and so determine a need for knowledge understanding B Students findgenerate needed information C Students critically evaluate information data and the process to findgenerateD Student organise information collectedgeneratedE Students synthesise and analyse and apply new knowledgeF Students communicate knowledge and understanding and the process used to generate them
Level I
Student researches at the level of a closed inquiry and requires a high degree of structureguidance
Level II
Student researches at the level of a closed inquiry and
requires some structureguidance
Level III
Student researches independently at the level of
a closed inquiry
Level IV
Student researches at the level of an open enquiry
within structured guidelines
Level V
Student researches at the level of an open enquiry within self-
determined guidelines
httpwwwadelaideeduauclpdrsdcellsaa5html
Dr John Willison
Centre for Learning and Professional Development
University of Adelaide
Locating the Development and Assessment of Studentsrsquo Research Skills in the Curriculum
A workshop for the Faculty of Business and EconomicsMonash University
2
Australian Learning and Teaching Council
Workshop Objectives
Develop collaboratively a plan of action for Research Skill Development in a specific course
Or Develop specific marking criteria for a
particular assessment task
Or Another RSD-based possibility that has come
to mind
- Developing and Assessing Studentsrsquo Research Skills in the Curriculum A seminar for the Faculty of Economics and Commerce University of Melbourne
- Overview
- Disciplines Involved in Trialling RSD
- Why Research Skill Development (RSD) in the curriculum
- Research Skill Development in Curriculum Design and Assessment
- Slide 6
- Slide 7
- Slide 8
- RSD Framework
- References
- Slide 12
- Slide 13
- Correlations between RSD Assessments 2005-2007
- Slide 15
- Correlations between RSD and pre-RSD Assessments 2003-2007
- Facets associated with research processes
- Levels of Student Autonomy
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Locating the Development and Assessment of Studentsrsquo Research Skills in the Curriculum A workshop for the Faculty of Business and Economics Monash University
- Workshop Objectives
-
Overview
Analyse collaboratively and draw own conclusions about the Research Skill Development (RSD) framework
Examine examples from Business and disciplines that have used wikis
Apply the RSD to a context of relevance
Disciplines Involved in Trialling RSD
bull Business (Melbourne and Monash)bull Dentistry Oral Health Electronic Engineering
Introduction to Academic Learning for International Students Medical Science Nursing Petroleum Engineering (Uni of Adelaide)
bull Psychology (Macquarie)bull Introduction to Tertiary Learning (University of South
Australia)bull Impending Chemical Engineering and Computing
Sciencebull In train VU (Engineering) QUT USQ (Multiple)
Why Research Skill Development (RSD) in the curriculum
bull Undergraduate research experiences are claimed to increase student motivation satisfaction understanding of content progression to and completion of HDR and to reduce attrition and plagiarism Buthellip
bull Without the modeling of research practices at a higher level of thinking students continue to engage in investigations at the introductory level even though their exposure to content is considerably richer with each course they take
(Chaplin 2003 p238)
Research Skill Development in Curriculum Design and Assessment
bull In 12+ Disciplines so far changes that lectures have made are small
bull Lecturers take existing assessment and rework the marking criteria according to the RSD
bull Use analogous criteria eg Oral Health used Businessbull Some missing facets eg lsquoevaluatersquo are incorporatedbull lsquoDiagnosticrsquo Assessments have been changed or
addedbull Otherwise the nature of assessments is unchangedbull The focus of the course is either renewed or clarifiedbull Explicit nature of RSD changes curriculum
Level Iclosed inquiry structured and guided
Level IIclosed inquiry structured
Level IIIclosed inquiry independently
Level IVopen inquiry structured guidelines
Level V open inquiry
Levels of Student Autonomy
Face ts
Students
A Embark determining need for knowledge
B Findgenerate
C Critically evaluate
D Organise information
E Synthesise analyse apply
F Communicate
Research Skill Development Framework
Assessments Based on the RSD framework In Business Courses
(see pages 58-61 of RSD Handbook)
I II III IV
Open-ended Research
II II IIIII IIIA
F
A
F
A
F
Entry Level RSD Lit RSD 3
I II IIIA
F
Entry Level RSD
Business Law
Business Ethics
Life Impact The University of Adelaide
Application of RSD Framework for Learning and Teaching
Slide 9
RSD Framework
bull Provides the Big Picture and relates this to the assessment details for course coordinators lecturers tutors and especially students
bull Informs assessment-first curriculum redesignbull Same lsquofacetsrsquo for multiple assessments
various levelsbull Explicit ampTransparent assessment criteriabull Coherent amp Incremental skill developmentbull Revisited amp (potentially) Cyclic Conceptual
Framework
References
bull Bloom B Engelhardt MD Furst EJ Hill WH amp Krathwohl DR (1956) Taxonomy of Educational Objectives NewYork David McKay Company
bull Australian and New Zealand Institute of Information Literacy (2004) Australian and New Zealand Information Literacy Framework Principles standards and practice (2nd Edition) Retrieved from httpwwwcauleduauinfo-literacyInfoLiteracyFrameworkpdf on 15408
bull Cohen J (1988) Statistical power analysis for the behavioral sciences (2nd edition) Hillsdale NJ Erlbaum
bull Chaplin SB (2003) Guided development of independent inquiry in an anatomyphysiology laboratory Advanced Physiology Education 27 230-240 2003
bull Willison JW amp OrsquoRegan K (2007) Commonly known commonly not known totally unknown A framework for students becoming researchers Higher Education Research and Development 26 (4)
Web Site
wwwadelaideeduauclpdrsd
Lots of downloadable RSD examples are available here
Acknowledgement
Support for this activity has been provided by The Australian Learning and Teaching Council an initiative of the Australian Government Department of Education Science and Training
The views expressed in this activity do not necessarily reflect the views of Australian Learning and Teaching Council
lsquoApplication of RSDrsquo slides were provided by Dr Mario Ricci and Dr Eleanor Peirce University of Adelaide
For more Informationhellip
hellip or to discuss ideas further contact John
johnwillisonadelaideeduau08 8303 3219
Open Inquiry RSD Score vs L it RSD 3 Score 2007 (95 students)
0
5
10
15
20
25
00 20 40 60 80 100 120 140 160 180
L it RS D 3 S c ore (max 18)
r= 057
Correlations between RSD Assessments 2005-2007
2005 2006 2007
O week vs Lit RSD 1
018n=98
013n=119
001n=138
O week vs Open Inquiry
016n=82
009n=97
004n=95
Lit RSD 1 vs Lit RSD 3
NA 014N=115
030n=121
Pwer = 095 p=005
Correlations between RSD Assessments 2005-2007
2005 2006 2007
Lit RSD 1 vs Open Inquiry
041n=82
Power = 099 p=005
030n=97
Power = 091 p=005
038n=95
Power = 096 p=005
Lit RSD 3 vs Open Inquiry
048n=79
(Power=098
plt001)
055n=97
(powergt0995 plt001)
057n=95
(powergt0995 plt001)
Correlations between RSD and pre-RSD Assessments 2003-2007
2003
(pre- RSD)
2004
(pre- RSD)
2005
(mid RSD)
2006 2007
Lit RSD 1 vs Open Inquiry
NA NA 041n=82
Power = 099
p=005
030n=97
Power = 091
p=005
038n=95
Power = 096
p=005
Lit RSD 3 vs Open Inquiry
020n= 104
Power 077
p lt 01
040n=117
Power 099
plt 001
048n=79
Powergt098
plt001
055n=97
powergt099
plt001
057n=95
powergt099
plt001
Facets associated with research processes
In researching students
A embark on an inquiry and so determine a need for knowledgeunderstanding
B findgenerate needed informationdata using appropriate methodology
C critically evaluate informationdata and the process to findgenerate
D organise information collectedgeneratedE synthesise and analyse and apply new knowledgeF communicate knowledge and the processes used to generate it
with an awareness of ethical social and cultural issues
(Willison amp OrsquoRegan 2007 based on Bundy 2004)
Levels of Student Autonomy
Level I
Students research at the level of a closed inquiry and require a high degree of structureguidance
Facets of research inquiry
A Students embark on inquiry and so determine a need for knowledge understanding
B Students findgenerate needed information
C Students critically evaluate information data and the process to findgenerate
D Student organise information collectedgenerated
E Students synthesise and analyse and apply new knowledge
F Students communicate knowledge and understanding and the process used to generate them
Level I
Student researches at the level of a closed
inquiry and requires a high degree of
structureguidance
bull Appropriately identifies key ideas from 1 source When using 2 or more sources identifies some peripheral or duplicated ideas as key
bull Significance of the paper is stated but not based on leads from or gaps in the literature httpwwwadelaideeduauclpdrsdcellsaa1html
Levels of Student Autonomy
Level II
Students research at the level of a closed inquiry and requires structure
Facets of research inquiry
A Students embark on inquiry and so determine a need for knowledge understanding B Students findgenerate needed information C Students critically evaluate information data and the process to findgenerateD Student organise information collectedgeneratedE Students synthesise and analyse and apply new knowledgeF Students communicate knowledge and understanding and the process used to generate them
Level I
Student researches at the level of a closed inquiry and requires a high degree of structureguidance
Level II
Student researches at the level of a closed inquiry and
requires some structureguidance
bull Identifies key ideas across several sources bull Significance of the paper is stated explicitly and is based on leads from or gaps in a limited number of references
httpwwwadelaideeduauclpdrsdcellsaa2html
Levels of Student Autonomy
Level III
Students research independently at the level of a closed inquiry
Facets of research inquiry
A Students embark on inquiry and so determine a need for knowledge understanding B Students findgenerate needed information C Students critically evaluate information data and the process to findgenerateD Student organise information collectedgeneratedE Students synthesise and analyse and apply new knowledgeF Students communicate knowledge and understanding and the process used to generate them
Level IStudent researches at the
level of a closed inquiry and requires a high degree of
structureguidance
Level IIStudent researches at the
level of a closed inquiry and requires some
structureguidance
Level IIIStudent researches
independently at the level of a closed inquiry
bull Significance of the paper is clearly stated and based on leads from or gaps in a substantial number of sources
httpwwwadelaideeduauclpdrsdcellsaa3html
Levels of Student Autonomy
Level IV
Students research at the level of an open enquiry within structured guidelines
Level I
Student researches at the level of a closed inquiry and
requires a high degree of structureguidance
Level II
Student researches at the level of a closed inquiry and
requires some structureguidance
Level III
Student researches independently at the level of
a closed inquiry
Level IV
Student researches at the level of an open enquiry
within structured guidelines
Facets of research inquiry
A Students embark on inquiry and so determine a need for knowledge understanding B Students findgenerate needed information C Students critically evaluate information data and the process to findgenerateD Student organise information collectedgeneratedE Students synthesise and analyse and apply new knowledgeF Students communicate knowledge and understanding and the process used to generate them
bull Aimshypothesis clear focussed and innovative
httpwwwadelaideeduauclpdrsdcellsaa4html
Levels of Student Autonomy
Level V
Students research at the level of an open inquiry within self-determined guidelines
Facets of research inquiry
A Students embark on inquiry and so determine a need for knowledge understanding B Students findgenerate needed information C Students critically evaluate information data and the process to findgenerateD Student organise information collectedgeneratedE Students synthesise and analyse and apply new knowledgeF Students communicate knowledge and understanding and the process used to generate them
Level I
Student researches at the level of a closed inquiry and requires a high degree of structureguidance
Level II
Student researches at the level of a closed inquiry and
requires some structureguidance
Level III
Student researches independently at the level of
a closed inquiry
Level IV
Student researches at the level of an open enquiry
within structured guidelines
Level V
Student researches at the level of an open enquiry within self-
determined guidelines
httpwwwadelaideeduauclpdrsdcellsaa5html
Dr John Willison
Centre for Learning and Professional Development
University of Adelaide
Locating the Development and Assessment of Studentsrsquo Research Skills in the Curriculum
A workshop for the Faculty of Business and EconomicsMonash University
2
Australian Learning and Teaching Council
Workshop Objectives
Develop collaboratively a plan of action for Research Skill Development in a specific course
Or Develop specific marking criteria for a
particular assessment task
Or Another RSD-based possibility that has come
to mind
- Developing and Assessing Studentsrsquo Research Skills in the Curriculum A seminar for the Faculty of Economics and Commerce University of Melbourne
- Overview
- Disciplines Involved in Trialling RSD
- Why Research Skill Development (RSD) in the curriculum
- Research Skill Development in Curriculum Design and Assessment
- Slide 6
- Slide 7
- Slide 8
- RSD Framework
- References
- Slide 12
- Slide 13
- Correlations between RSD Assessments 2005-2007
- Slide 15
- Correlations between RSD and pre-RSD Assessments 2003-2007
- Facets associated with research processes
- Levels of Student Autonomy
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Locating the Development and Assessment of Studentsrsquo Research Skills in the Curriculum A workshop for the Faculty of Business and Economics Monash University
- Workshop Objectives
-
Disciplines Involved in Trialling RSD
bull Business (Melbourne and Monash)bull Dentistry Oral Health Electronic Engineering
Introduction to Academic Learning for International Students Medical Science Nursing Petroleum Engineering (Uni of Adelaide)
bull Psychology (Macquarie)bull Introduction to Tertiary Learning (University of South
Australia)bull Impending Chemical Engineering and Computing
Sciencebull In train VU (Engineering) QUT USQ (Multiple)
Why Research Skill Development (RSD) in the curriculum
bull Undergraduate research experiences are claimed to increase student motivation satisfaction understanding of content progression to and completion of HDR and to reduce attrition and plagiarism Buthellip
bull Without the modeling of research practices at a higher level of thinking students continue to engage in investigations at the introductory level even though their exposure to content is considerably richer with each course they take
(Chaplin 2003 p238)
Research Skill Development in Curriculum Design and Assessment
bull In 12+ Disciplines so far changes that lectures have made are small
bull Lecturers take existing assessment and rework the marking criteria according to the RSD
bull Use analogous criteria eg Oral Health used Businessbull Some missing facets eg lsquoevaluatersquo are incorporatedbull lsquoDiagnosticrsquo Assessments have been changed or
addedbull Otherwise the nature of assessments is unchangedbull The focus of the course is either renewed or clarifiedbull Explicit nature of RSD changes curriculum
Level Iclosed inquiry structured and guided
Level IIclosed inquiry structured
Level IIIclosed inquiry independently
Level IVopen inquiry structured guidelines
Level V open inquiry
Levels of Student Autonomy
Face ts
Students
A Embark determining need for knowledge
B Findgenerate
C Critically evaluate
D Organise information
E Synthesise analyse apply
F Communicate
Research Skill Development Framework
Assessments Based on the RSD framework In Business Courses
(see pages 58-61 of RSD Handbook)
I II III IV
Open-ended Research
II II IIIII IIIA
F
A
F
A
F
Entry Level RSD Lit RSD 3
I II IIIA
F
Entry Level RSD
Business Law
Business Ethics
Life Impact The University of Adelaide
Application of RSD Framework for Learning and Teaching
Slide 9
RSD Framework
bull Provides the Big Picture and relates this to the assessment details for course coordinators lecturers tutors and especially students
bull Informs assessment-first curriculum redesignbull Same lsquofacetsrsquo for multiple assessments
various levelsbull Explicit ampTransparent assessment criteriabull Coherent amp Incremental skill developmentbull Revisited amp (potentially) Cyclic Conceptual
Framework
References
bull Bloom B Engelhardt MD Furst EJ Hill WH amp Krathwohl DR (1956) Taxonomy of Educational Objectives NewYork David McKay Company
bull Australian and New Zealand Institute of Information Literacy (2004) Australian and New Zealand Information Literacy Framework Principles standards and practice (2nd Edition) Retrieved from httpwwwcauleduauinfo-literacyInfoLiteracyFrameworkpdf on 15408
bull Cohen J (1988) Statistical power analysis for the behavioral sciences (2nd edition) Hillsdale NJ Erlbaum
bull Chaplin SB (2003) Guided development of independent inquiry in an anatomyphysiology laboratory Advanced Physiology Education 27 230-240 2003
bull Willison JW amp OrsquoRegan K (2007) Commonly known commonly not known totally unknown A framework for students becoming researchers Higher Education Research and Development 26 (4)
Web Site
wwwadelaideeduauclpdrsd
Lots of downloadable RSD examples are available here
Acknowledgement
Support for this activity has been provided by The Australian Learning and Teaching Council an initiative of the Australian Government Department of Education Science and Training
The views expressed in this activity do not necessarily reflect the views of Australian Learning and Teaching Council
lsquoApplication of RSDrsquo slides were provided by Dr Mario Ricci and Dr Eleanor Peirce University of Adelaide
For more Informationhellip
hellip or to discuss ideas further contact John
johnwillisonadelaideeduau08 8303 3219
Open Inquiry RSD Score vs L it RSD 3 Score 2007 (95 students)
0
5
10
15
20
25
00 20 40 60 80 100 120 140 160 180
L it RS D 3 S c ore (max 18)
r= 057
Correlations between RSD Assessments 2005-2007
2005 2006 2007
O week vs Lit RSD 1
018n=98
013n=119
001n=138
O week vs Open Inquiry
016n=82
009n=97
004n=95
Lit RSD 1 vs Lit RSD 3
NA 014N=115
030n=121
Pwer = 095 p=005
Correlations between RSD Assessments 2005-2007
2005 2006 2007
Lit RSD 1 vs Open Inquiry
041n=82
Power = 099 p=005
030n=97
Power = 091 p=005
038n=95
Power = 096 p=005
Lit RSD 3 vs Open Inquiry
048n=79
(Power=098
plt001)
055n=97
(powergt0995 plt001)
057n=95
(powergt0995 plt001)
Correlations between RSD and pre-RSD Assessments 2003-2007
2003
(pre- RSD)
2004
(pre- RSD)
2005
(mid RSD)
2006 2007
Lit RSD 1 vs Open Inquiry
NA NA 041n=82
Power = 099
p=005
030n=97
Power = 091
p=005
038n=95
Power = 096
p=005
Lit RSD 3 vs Open Inquiry
020n= 104
Power 077
p lt 01
040n=117
Power 099
plt 001
048n=79
Powergt098
plt001
055n=97
powergt099
plt001
057n=95
powergt099
plt001
Facets associated with research processes
In researching students
A embark on an inquiry and so determine a need for knowledgeunderstanding
B findgenerate needed informationdata using appropriate methodology
C critically evaluate informationdata and the process to findgenerate
D organise information collectedgeneratedE synthesise and analyse and apply new knowledgeF communicate knowledge and the processes used to generate it
with an awareness of ethical social and cultural issues
(Willison amp OrsquoRegan 2007 based on Bundy 2004)
Levels of Student Autonomy
Level I
Students research at the level of a closed inquiry and require a high degree of structureguidance
Facets of research inquiry
A Students embark on inquiry and so determine a need for knowledge understanding
B Students findgenerate needed information
C Students critically evaluate information data and the process to findgenerate
D Student organise information collectedgenerated
E Students synthesise and analyse and apply new knowledge
F Students communicate knowledge and understanding and the process used to generate them
Level I
Student researches at the level of a closed
inquiry and requires a high degree of
structureguidance
bull Appropriately identifies key ideas from 1 source When using 2 or more sources identifies some peripheral or duplicated ideas as key
bull Significance of the paper is stated but not based on leads from or gaps in the literature httpwwwadelaideeduauclpdrsdcellsaa1html
Levels of Student Autonomy
Level II
Students research at the level of a closed inquiry and requires structure
Facets of research inquiry
A Students embark on inquiry and so determine a need for knowledge understanding B Students findgenerate needed information C Students critically evaluate information data and the process to findgenerateD Student organise information collectedgeneratedE Students synthesise and analyse and apply new knowledgeF Students communicate knowledge and understanding and the process used to generate them
Level I
Student researches at the level of a closed inquiry and requires a high degree of structureguidance
Level II
Student researches at the level of a closed inquiry and
requires some structureguidance
bull Identifies key ideas across several sources bull Significance of the paper is stated explicitly and is based on leads from or gaps in a limited number of references
httpwwwadelaideeduauclpdrsdcellsaa2html
Levels of Student Autonomy
Level III
Students research independently at the level of a closed inquiry
Facets of research inquiry
A Students embark on inquiry and so determine a need for knowledge understanding B Students findgenerate needed information C Students critically evaluate information data and the process to findgenerateD Student organise information collectedgeneratedE Students synthesise and analyse and apply new knowledgeF Students communicate knowledge and understanding and the process used to generate them
Level IStudent researches at the
level of a closed inquiry and requires a high degree of
structureguidance
Level IIStudent researches at the
level of a closed inquiry and requires some
structureguidance
Level IIIStudent researches
independently at the level of a closed inquiry
bull Significance of the paper is clearly stated and based on leads from or gaps in a substantial number of sources
httpwwwadelaideeduauclpdrsdcellsaa3html
Levels of Student Autonomy
Level IV
Students research at the level of an open enquiry within structured guidelines
Level I
Student researches at the level of a closed inquiry and
requires a high degree of structureguidance
Level II
Student researches at the level of a closed inquiry and
requires some structureguidance
Level III
Student researches independently at the level of
a closed inquiry
Level IV
Student researches at the level of an open enquiry
within structured guidelines
Facets of research inquiry
A Students embark on inquiry and so determine a need for knowledge understanding B Students findgenerate needed information C Students critically evaluate information data and the process to findgenerateD Student organise information collectedgeneratedE Students synthesise and analyse and apply new knowledgeF Students communicate knowledge and understanding and the process used to generate them
bull Aimshypothesis clear focussed and innovative
httpwwwadelaideeduauclpdrsdcellsaa4html
Levels of Student Autonomy
Level V
Students research at the level of an open inquiry within self-determined guidelines
Facets of research inquiry
A Students embark on inquiry and so determine a need for knowledge understanding B Students findgenerate needed information C Students critically evaluate information data and the process to findgenerateD Student organise information collectedgeneratedE Students synthesise and analyse and apply new knowledgeF Students communicate knowledge and understanding and the process used to generate them
Level I
Student researches at the level of a closed inquiry and requires a high degree of structureguidance
Level II
Student researches at the level of a closed inquiry and
requires some structureguidance
Level III
Student researches independently at the level of
a closed inquiry
Level IV
Student researches at the level of an open enquiry
within structured guidelines
Level V
Student researches at the level of an open enquiry within self-
determined guidelines
httpwwwadelaideeduauclpdrsdcellsaa5html
Dr John Willison
Centre for Learning and Professional Development
University of Adelaide
Locating the Development and Assessment of Studentsrsquo Research Skills in the Curriculum
A workshop for the Faculty of Business and EconomicsMonash University
2
Australian Learning and Teaching Council
Workshop Objectives
Develop collaboratively a plan of action for Research Skill Development in a specific course
Or Develop specific marking criteria for a
particular assessment task
Or Another RSD-based possibility that has come
to mind
- Developing and Assessing Studentsrsquo Research Skills in the Curriculum A seminar for the Faculty of Economics and Commerce University of Melbourne
- Overview
- Disciplines Involved in Trialling RSD
- Why Research Skill Development (RSD) in the curriculum
- Research Skill Development in Curriculum Design and Assessment
- Slide 6
- Slide 7
- Slide 8
- RSD Framework
- References
- Slide 12
- Slide 13
- Correlations between RSD Assessments 2005-2007
- Slide 15
- Correlations between RSD and pre-RSD Assessments 2003-2007
- Facets associated with research processes
- Levels of Student Autonomy
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Locating the Development and Assessment of Studentsrsquo Research Skills in the Curriculum A workshop for the Faculty of Business and Economics Monash University
- Workshop Objectives
-
Why Research Skill Development (RSD) in the curriculum
bull Undergraduate research experiences are claimed to increase student motivation satisfaction understanding of content progression to and completion of HDR and to reduce attrition and plagiarism Buthellip
bull Without the modeling of research practices at a higher level of thinking students continue to engage in investigations at the introductory level even though their exposure to content is considerably richer with each course they take
(Chaplin 2003 p238)
Research Skill Development in Curriculum Design and Assessment
bull In 12+ Disciplines so far changes that lectures have made are small
bull Lecturers take existing assessment and rework the marking criteria according to the RSD
bull Use analogous criteria eg Oral Health used Businessbull Some missing facets eg lsquoevaluatersquo are incorporatedbull lsquoDiagnosticrsquo Assessments have been changed or
addedbull Otherwise the nature of assessments is unchangedbull The focus of the course is either renewed or clarifiedbull Explicit nature of RSD changes curriculum
Level Iclosed inquiry structured and guided
Level IIclosed inquiry structured
Level IIIclosed inquiry independently
Level IVopen inquiry structured guidelines
Level V open inquiry
Levels of Student Autonomy
Face ts
Students
A Embark determining need for knowledge
B Findgenerate
C Critically evaluate
D Organise information
E Synthesise analyse apply
F Communicate
Research Skill Development Framework
Assessments Based on the RSD framework In Business Courses
(see pages 58-61 of RSD Handbook)
I II III IV
Open-ended Research
II II IIIII IIIA
F
A
F
A
F
Entry Level RSD Lit RSD 3
I II IIIA
F
Entry Level RSD
Business Law
Business Ethics
Life Impact The University of Adelaide
Application of RSD Framework for Learning and Teaching
Slide 9
RSD Framework
bull Provides the Big Picture and relates this to the assessment details for course coordinators lecturers tutors and especially students
bull Informs assessment-first curriculum redesignbull Same lsquofacetsrsquo for multiple assessments
various levelsbull Explicit ampTransparent assessment criteriabull Coherent amp Incremental skill developmentbull Revisited amp (potentially) Cyclic Conceptual
Framework
References
bull Bloom B Engelhardt MD Furst EJ Hill WH amp Krathwohl DR (1956) Taxonomy of Educational Objectives NewYork David McKay Company
bull Australian and New Zealand Institute of Information Literacy (2004) Australian and New Zealand Information Literacy Framework Principles standards and practice (2nd Edition) Retrieved from httpwwwcauleduauinfo-literacyInfoLiteracyFrameworkpdf on 15408
bull Cohen J (1988) Statistical power analysis for the behavioral sciences (2nd edition) Hillsdale NJ Erlbaum
bull Chaplin SB (2003) Guided development of independent inquiry in an anatomyphysiology laboratory Advanced Physiology Education 27 230-240 2003
bull Willison JW amp OrsquoRegan K (2007) Commonly known commonly not known totally unknown A framework for students becoming researchers Higher Education Research and Development 26 (4)
Web Site
wwwadelaideeduauclpdrsd
Lots of downloadable RSD examples are available here
Acknowledgement
Support for this activity has been provided by The Australian Learning and Teaching Council an initiative of the Australian Government Department of Education Science and Training
The views expressed in this activity do not necessarily reflect the views of Australian Learning and Teaching Council
lsquoApplication of RSDrsquo slides were provided by Dr Mario Ricci and Dr Eleanor Peirce University of Adelaide
For more Informationhellip
hellip or to discuss ideas further contact John
johnwillisonadelaideeduau08 8303 3219
Open Inquiry RSD Score vs L it RSD 3 Score 2007 (95 students)
0
5
10
15
20
25
00 20 40 60 80 100 120 140 160 180
L it RS D 3 S c ore (max 18)
r= 057
Correlations between RSD Assessments 2005-2007
2005 2006 2007
O week vs Lit RSD 1
018n=98
013n=119
001n=138
O week vs Open Inquiry
016n=82
009n=97
004n=95
Lit RSD 1 vs Lit RSD 3
NA 014N=115
030n=121
Pwer = 095 p=005
Correlations between RSD Assessments 2005-2007
2005 2006 2007
Lit RSD 1 vs Open Inquiry
041n=82
Power = 099 p=005
030n=97
Power = 091 p=005
038n=95
Power = 096 p=005
Lit RSD 3 vs Open Inquiry
048n=79
(Power=098
plt001)
055n=97
(powergt0995 plt001)
057n=95
(powergt0995 plt001)
Correlations between RSD and pre-RSD Assessments 2003-2007
2003
(pre- RSD)
2004
(pre- RSD)
2005
(mid RSD)
2006 2007
Lit RSD 1 vs Open Inquiry
NA NA 041n=82
Power = 099
p=005
030n=97
Power = 091
p=005
038n=95
Power = 096
p=005
Lit RSD 3 vs Open Inquiry
020n= 104
Power 077
p lt 01
040n=117
Power 099
plt 001
048n=79
Powergt098
plt001
055n=97
powergt099
plt001
057n=95
powergt099
plt001
Facets associated with research processes
In researching students
A embark on an inquiry and so determine a need for knowledgeunderstanding
B findgenerate needed informationdata using appropriate methodology
C critically evaluate informationdata and the process to findgenerate
D organise information collectedgeneratedE synthesise and analyse and apply new knowledgeF communicate knowledge and the processes used to generate it
with an awareness of ethical social and cultural issues
(Willison amp OrsquoRegan 2007 based on Bundy 2004)
Levels of Student Autonomy
Level I
Students research at the level of a closed inquiry and require a high degree of structureguidance
Facets of research inquiry
A Students embark on inquiry and so determine a need for knowledge understanding
B Students findgenerate needed information
C Students critically evaluate information data and the process to findgenerate
D Student organise information collectedgenerated
E Students synthesise and analyse and apply new knowledge
F Students communicate knowledge and understanding and the process used to generate them
Level I
Student researches at the level of a closed
inquiry and requires a high degree of
structureguidance
bull Appropriately identifies key ideas from 1 source When using 2 or more sources identifies some peripheral or duplicated ideas as key
bull Significance of the paper is stated but not based on leads from or gaps in the literature httpwwwadelaideeduauclpdrsdcellsaa1html
Levels of Student Autonomy
Level II
Students research at the level of a closed inquiry and requires structure
Facets of research inquiry
A Students embark on inquiry and so determine a need for knowledge understanding B Students findgenerate needed information C Students critically evaluate information data and the process to findgenerateD Student organise information collectedgeneratedE Students synthesise and analyse and apply new knowledgeF Students communicate knowledge and understanding and the process used to generate them
Level I
Student researches at the level of a closed inquiry and requires a high degree of structureguidance
Level II
Student researches at the level of a closed inquiry and
requires some structureguidance
bull Identifies key ideas across several sources bull Significance of the paper is stated explicitly and is based on leads from or gaps in a limited number of references
httpwwwadelaideeduauclpdrsdcellsaa2html
Levels of Student Autonomy
Level III
Students research independently at the level of a closed inquiry
Facets of research inquiry
A Students embark on inquiry and so determine a need for knowledge understanding B Students findgenerate needed information C Students critically evaluate information data and the process to findgenerateD Student organise information collectedgeneratedE Students synthesise and analyse and apply new knowledgeF Students communicate knowledge and understanding and the process used to generate them
Level IStudent researches at the
level of a closed inquiry and requires a high degree of
structureguidance
Level IIStudent researches at the
level of a closed inquiry and requires some
structureguidance
Level IIIStudent researches
independently at the level of a closed inquiry
bull Significance of the paper is clearly stated and based on leads from or gaps in a substantial number of sources
httpwwwadelaideeduauclpdrsdcellsaa3html
Levels of Student Autonomy
Level IV
Students research at the level of an open enquiry within structured guidelines
Level I
Student researches at the level of a closed inquiry and
requires a high degree of structureguidance
Level II
Student researches at the level of a closed inquiry and
requires some structureguidance
Level III
Student researches independently at the level of
a closed inquiry
Level IV
Student researches at the level of an open enquiry
within structured guidelines
Facets of research inquiry
A Students embark on inquiry and so determine a need for knowledge understanding B Students findgenerate needed information C Students critically evaluate information data and the process to findgenerateD Student organise information collectedgeneratedE Students synthesise and analyse and apply new knowledgeF Students communicate knowledge and understanding and the process used to generate them
bull Aimshypothesis clear focussed and innovative
httpwwwadelaideeduauclpdrsdcellsaa4html
Levels of Student Autonomy
Level V
Students research at the level of an open inquiry within self-determined guidelines
Facets of research inquiry
A Students embark on inquiry and so determine a need for knowledge understanding B Students findgenerate needed information C Students critically evaluate information data and the process to findgenerateD Student organise information collectedgeneratedE Students synthesise and analyse and apply new knowledgeF Students communicate knowledge and understanding and the process used to generate them
Level I
Student researches at the level of a closed inquiry and requires a high degree of structureguidance
Level II
Student researches at the level of a closed inquiry and
requires some structureguidance
Level III
Student researches independently at the level of
a closed inquiry
Level IV
Student researches at the level of an open enquiry
within structured guidelines
Level V
Student researches at the level of an open enquiry within self-
determined guidelines
httpwwwadelaideeduauclpdrsdcellsaa5html
Dr John Willison
Centre for Learning and Professional Development
University of Adelaide
Locating the Development and Assessment of Studentsrsquo Research Skills in the Curriculum
A workshop for the Faculty of Business and EconomicsMonash University
2
Australian Learning and Teaching Council
Workshop Objectives
Develop collaboratively a plan of action for Research Skill Development in a specific course
Or Develop specific marking criteria for a
particular assessment task
Or Another RSD-based possibility that has come
to mind
- Developing and Assessing Studentsrsquo Research Skills in the Curriculum A seminar for the Faculty of Economics and Commerce University of Melbourne
- Overview
- Disciplines Involved in Trialling RSD
- Why Research Skill Development (RSD) in the curriculum
- Research Skill Development in Curriculum Design and Assessment
- Slide 6
- Slide 7
- Slide 8
- RSD Framework
- References
- Slide 12
- Slide 13
- Correlations between RSD Assessments 2005-2007
- Slide 15
- Correlations between RSD and pre-RSD Assessments 2003-2007
- Facets associated with research processes
- Levels of Student Autonomy
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Locating the Development and Assessment of Studentsrsquo Research Skills in the Curriculum A workshop for the Faculty of Business and Economics Monash University
- Workshop Objectives
-
Research Skill Development in Curriculum Design and Assessment
bull In 12+ Disciplines so far changes that lectures have made are small
bull Lecturers take existing assessment and rework the marking criteria according to the RSD
bull Use analogous criteria eg Oral Health used Businessbull Some missing facets eg lsquoevaluatersquo are incorporatedbull lsquoDiagnosticrsquo Assessments have been changed or
addedbull Otherwise the nature of assessments is unchangedbull The focus of the course is either renewed or clarifiedbull Explicit nature of RSD changes curriculum
Level Iclosed inquiry structured and guided
Level IIclosed inquiry structured
Level IIIclosed inquiry independently
Level IVopen inquiry structured guidelines
Level V open inquiry
Levels of Student Autonomy
Face ts
Students
A Embark determining need for knowledge
B Findgenerate
C Critically evaluate
D Organise information
E Synthesise analyse apply
F Communicate
Research Skill Development Framework
Assessments Based on the RSD framework In Business Courses
(see pages 58-61 of RSD Handbook)
I II III IV
Open-ended Research
II II IIIII IIIA
F
A
F
A
F
Entry Level RSD Lit RSD 3
I II IIIA
F
Entry Level RSD
Business Law
Business Ethics
Life Impact The University of Adelaide
Application of RSD Framework for Learning and Teaching
Slide 9
RSD Framework
bull Provides the Big Picture and relates this to the assessment details for course coordinators lecturers tutors and especially students
bull Informs assessment-first curriculum redesignbull Same lsquofacetsrsquo for multiple assessments
various levelsbull Explicit ampTransparent assessment criteriabull Coherent amp Incremental skill developmentbull Revisited amp (potentially) Cyclic Conceptual
Framework
References
bull Bloom B Engelhardt MD Furst EJ Hill WH amp Krathwohl DR (1956) Taxonomy of Educational Objectives NewYork David McKay Company
bull Australian and New Zealand Institute of Information Literacy (2004) Australian and New Zealand Information Literacy Framework Principles standards and practice (2nd Edition) Retrieved from httpwwwcauleduauinfo-literacyInfoLiteracyFrameworkpdf on 15408
bull Cohen J (1988) Statistical power analysis for the behavioral sciences (2nd edition) Hillsdale NJ Erlbaum
bull Chaplin SB (2003) Guided development of independent inquiry in an anatomyphysiology laboratory Advanced Physiology Education 27 230-240 2003
bull Willison JW amp OrsquoRegan K (2007) Commonly known commonly not known totally unknown A framework for students becoming researchers Higher Education Research and Development 26 (4)
Web Site
wwwadelaideeduauclpdrsd
Lots of downloadable RSD examples are available here
Acknowledgement
Support for this activity has been provided by The Australian Learning and Teaching Council an initiative of the Australian Government Department of Education Science and Training
The views expressed in this activity do not necessarily reflect the views of Australian Learning and Teaching Council
lsquoApplication of RSDrsquo slides were provided by Dr Mario Ricci and Dr Eleanor Peirce University of Adelaide
For more Informationhellip
hellip or to discuss ideas further contact John
johnwillisonadelaideeduau08 8303 3219
Open Inquiry RSD Score vs L it RSD 3 Score 2007 (95 students)
0
5
10
15
20
25
00 20 40 60 80 100 120 140 160 180
L it RS D 3 S c ore (max 18)
r= 057
Correlations between RSD Assessments 2005-2007
2005 2006 2007
O week vs Lit RSD 1
018n=98
013n=119
001n=138
O week vs Open Inquiry
016n=82
009n=97
004n=95
Lit RSD 1 vs Lit RSD 3
NA 014N=115
030n=121
Pwer = 095 p=005
Correlations between RSD Assessments 2005-2007
2005 2006 2007
Lit RSD 1 vs Open Inquiry
041n=82
Power = 099 p=005
030n=97
Power = 091 p=005
038n=95
Power = 096 p=005
Lit RSD 3 vs Open Inquiry
048n=79
(Power=098
plt001)
055n=97
(powergt0995 plt001)
057n=95
(powergt0995 plt001)
Correlations between RSD and pre-RSD Assessments 2003-2007
2003
(pre- RSD)
2004
(pre- RSD)
2005
(mid RSD)
2006 2007
Lit RSD 1 vs Open Inquiry
NA NA 041n=82
Power = 099
p=005
030n=97
Power = 091
p=005
038n=95
Power = 096
p=005
Lit RSD 3 vs Open Inquiry
020n= 104
Power 077
p lt 01
040n=117
Power 099
plt 001
048n=79
Powergt098
plt001
055n=97
powergt099
plt001
057n=95
powergt099
plt001
Facets associated with research processes
In researching students
A embark on an inquiry and so determine a need for knowledgeunderstanding
B findgenerate needed informationdata using appropriate methodology
C critically evaluate informationdata and the process to findgenerate
D organise information collectedgeneratedE synthesise and analyse and apply new knowledgeF communicate knowledge and the processes used to generate it
with an awareness of ethical social and cultural issues
(Willison amp OrsquoRegan 2007 based on Bundy 2004)
Levels of Student Autonomy
Level I
Students research at the level of a closed inquiry and require a high degree of structureguidance
Facets of research inquiry
A Students embark on inquiry and so determine a need for knowledge understanding
B Students findgenerate needed information
C Students critically evaluate information data and the process to findgenerate
D Student organise information collectedgenerated
E Students synthesise and analyse and apply new knowledge
F Students communicate knowledge and understanding and the process used to generate them
Level I
Student researches at the level of a closed
inquiry and requires a high degree of
structureguidance
bull Appropriately identifies key ideas from 1 source When using 2 or more sources identifies some peripheral or duplicated ideas as key
bull Significance of the paper is stated but not based on leads from or gaps in the literature httpwwwadelaideeduauclpdrsdcellsaa1html
Levels of Student Autonomy
Level II
Students research at the level of a closed inquiry and requires structure
Facets of research inquiry
A Students embark on inquiry and so determine a need for knowledge understanding B Students findgenerate needed information C Students critically evaluate information data and the process to findgenerateD Student organise information collectedgeneratedE Students synthesise and analyse and apply new knowledgeF Students communicate knowledge and understanding and the process used to generate them
Level I
Student researches at the level of a closed inquiry and requires a high degree of structureguidance
Level II
Student researches at the level of a closed inquiry and
requires some structureguidance
bull Identifies key ideas across several sources bull Significance of the paper is stated explicitly and is based on leads from or gaps in a limited number of references
httpwwwadelaideeduauclpdrsdcellsaa2html
Levels of Student Autonomy
Level III
Students research independently at the level of a closed inquiry
Facets of research inquiry
A Students embark on inquiry and so determine a need for knowledge understanding B Students findgenerate needed information C Students critically evaluate information data and the process to findgenerateD Student organise information collectedgeneratedE Students synthesise and analyse and apply new knowledgeF Students communicate knowledge and understanding and the process used to generate them
Level IStudent researches at the
level of a closed inquiry and requires a high degree of
structureguidance
Level IIStudent researches at the
level of a closed inquiry and requires some
structureguidance
Level IIIStudent researches
independently at the level of a closed inquiry
bull Significance of the paper is clearly stated and based on leads from or gaps in a substantial number of sources
httpwwwadelaideeduauclpdrsdcellsaa3html
Levels of Student Autonomy
Level IV
Students research at the level of an open enquiry within structured guidelines
Level I
Student researches at the level of a closed inquiry and
requires a high degree of structureguidance
Level II
Student researches at the level of a closed inquiry and
requires some structureguidance
Level III
Student researches independently at the level of
a closed inquiry
Level IV
Student researches at the level of an open enquiry
within structured guidelines
Facets of research inquiry
A Students embark on inquiry and so determine a need for knowledge understanding B Students findgenerate needed information C Students critically evaluate information data and the process to findgenerateD Student organise information collectedgeneratedE Students synthesise and analyse and apply new knowledgeF Students communicate knowledge and understanding and the process used to generate them
bull Aimshypothesis clear focussed and innovative
httpwwwadelaideeduauclpdrsdcellsaa4html
Levels of Student Autonomy
Level V
Students research at the level of an open inquiry within self-determined guidelines
Facets of research inquiry
A Students embark on inquiry and so determine a need for knowledge understanding B Students findgenerate needed information C Students critically evaluate information data and the process to findgenerateD Student organise information collectedgeneratedE Students synthesise and analyse and apply new knowledgeF Students communicate knowledge and understanding and the process used to generate them
Level I
Student researches at the level of a closed inquiry and requires a high degree of structureguidance
Level II
Student researches at the level of a closed inquiry and
requires some structureguidance
Level III
Student researches independently at the level of
a closed inquiry
Level IV
Student researches at the level of an open enquiry
within structured guidelines
Level V
Student researches at the level of an open enquiry within self-
determined guidelines
httpwwwadelaideeduauclpdrsdcellsaa5html
Dr John Willison
Centre for Learning and Professional Development
University of Adelaide
Locating the Development and Assessment of Studentsrsquo Research Skills in the Curriculum
A workshop for the Faculty of Business and EconomicsMonash University
2
Australian Learning and Teaching Council
Workshop Objectives
Develop collaboratively a plan of action for Research Skill Development in a specific course
Or Develop specific marking criteria for a
particular assessment task
Or Another RSD-based possibility that has come
to mind
- Developing and Assessing Studentsrsquo Research Skills in the Curriculum A seminar for the Faculty of Economics and Commerce University of Melbourne
- Overview
- Disciplines Involved in Trialling RSD
- Why Research Skill Development (RSD) in the curriculum
- Research Skill Development in Curriculum Design and Assessment
- Slide 6
- Slide 7
- Slide 8
- RSD Framework
- References
- Slide 12
- Slide 13
- Correlations between RSD Assessments 2005-2007
- Slide 15
- Correlations between RSD and pre-RSD Assessments 2003-2007
- Facets associated with research processes
- Levels of Student Autonomy
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Locating the Development and Assessment of Studentsrsquo Research Skills in the Curriculum A workshop for the Faculty of Business and Economics Monash University
- Workshop Objectives
-
Level Iclosed inquiry structured and guided
Level IIclosed inquiry structured
Level IIIclosed inquiry independently
Level IVopen inquiry structured guidelines
Level V open inquiry
Levels of Student Autonomy
Face ts
Students
A Embark determining need for knowledge
B Findgenerate
C Critically evaluate
D Organise information
E Synthesise analyse apply
F Communicate
Research Skill Development Framework
Assessments Based on the RSD framework In Business Courses
(see pages 58-61 of RSD Handbook)
I II III IV
Open-ended Research
II II IIIII IIIA
F
A
F
A
F
Entry Level RSD Lit RSD 3
I II IIIA
F
Entry Level RSD
Business Law
Business Ethics
Life Impact The University of Adelaide
Application of RSD Framework for Learning and Teaching
Slide 9
RSD Framework
bull Provides the Big Picture and relates this to the assessment details for course coordinators lecturers tutors and especially students
bull Informs assessment-first curriculum redesignbull Same lsquofacetsrsquo for multiple assessments
various levelsbull Explicit ampTransparent assessment criteriabull Coherent amp Incremental skill developmentbull Revisited amp (potentially) Cyclic Conceptual
Framework
References
bull Bloom B Engelhardt MD Furst EJ Hill WH amp Krathwohl DR (1956) Taxonomy of Educational Objectives NewYork David McKay Company
bull Australian and New Zealand Institute of Information Literacy (2004) Australian and New Zealand Information Literacy Framework Principles standards and practice (2nd Edition) Retrieved from httpwwwcauleduauinfo-literacyInfoLiteracyFrameworkpdf on 15408
bull Cohen J (1988) Statistical power analysis for the behavioral sciences (2nd edition) Hillsdale NJ Erlbaum
bull Chaplin SB (2003) Guided development of independent inquiry in an anatomyphysiology laboratory Advanced Physiology Education 27 230-240 2003
bull Willison JW amp OrsquoRegan K (2007) Commonly known commonly not known totally unknown A framework for students becoming researchers Higher Education Research and Development 26 (4)
Web Site
wwwadelaideeduauclpdrsd
Lots of downloadable RSD examples are available here
Acknowledgement
Support for this activity has been provided by The Australian Learning and Teaching Council an initiative of the Australian Government Department of Education Science and Training
The views expressed in this activity do not necessarily reflect the views of Australian Learning and Teaching Council
lsquoApplication of RSDrsquo slides were provided by Dr Mario Ricci and Dr Eleanor Peirce University of Adelaide
For more Informationhellip
hellip or to discuss ideas further contact John
johnwillisonadelaideeduau08 8303 3219
Open Inquiry RSD Score vs L it RSD 3 Score 2007 (95 students)
0
5
10
15
20
25
00 20 40 60 80 100 120 140 160 180
L it RS D 3 S c ore (max 18)
r= 057
Correlations between RSD Assessments 2005-2007
2005 2006 2007
O week vs Lit RSD 1
018n=98
013n=119
001n=138
O week vs Open Inquiry
016n=82
009n=97
004n=95
Lit RSD 1 vs Lit RSD 3
NA 014N=115
030n=121
Pwer = 095 p=005
Correlations between RSD Assessments 2005-2007
2005 2006 2007
Lit RSD 1 vs Open Inquiry
041n=82
Power = 099 p=005
030n=97
Power = 091 p=005
038n=95
Power = 096 p=005
Lit RSD 3 vs Open Inquiry
048n=79
(Power=098
plt001)
055n=97
(powergt0995 plt001)
057n=95
(powergt0995 plt001)
Correlations between RSD and pre-RSD Assessments 2003-2007
2003
(pre- RSD)
2004
(pre- RSD)
2005
(mid RSD)
2006 2007
Lit RSD 1 vs Open Inquiry
NA NA 041n=82
Power = 099
p=005
030n=97
Power = 091
p=005
038n=95
Power = 096
p=005
Lit RSD 3 vs Open Inquiry
020n= 104
Power 077
p lt 01
040n=117
Power 099
plt 001
048n=79
Powergt098
plt001
055n=97
powergt099
plt001
057n=95
powergt099
plt001
Facets associated with research processes
In researching students
A embark on an inquiry and so determine a need for knowledgeunderstanding
B findgenerate needed informationdata using appropriate methodology
C critically evaluate informationdata and the process to findgenerate
D organise information collectedgeneratedE synthesise and analyse and apply new knowledgeF communicate knowledge and the processes used to generate it
with an awareness of ethical social and cultural issues
(Willison amp OrsquoRegan 2007 based on Bundy 2004)
Levels of Student Autonomy
Level I
Students research at the level of a closed inquiry and require a high degree of structureguidance
Facets of research inquiry
A Students embark on inquiry and so determine a need for knowledge understanding
B Students findgenerate needed information
C Students critically evaluate information data and the process to findgenerate
D Student organise information collectedgenerated
E Students synthesise and analyse and apply new knowledge
F Students communicate knowledge and understanding and the process used to generate them
Level I
Student researches at the level of a closed
inquiry and requires a high degree of
structureguidance
bull Appropriately identifies key ideas from 1 source When using 2 or more sources identifies some peripheral or duplicated ideas as key
bull Significance of the paper is stated but not based on leads from or gaps in the literature httpwwwadelaideeduauclpdrsdcellsaa1html
Levels of Student Autonomy
Level II
Students research at the level of a closed inquiry and requires structure
Facets of research inquiry
A Students embark on inquiry and so determine a need for knowledge understanding B Students findgenerate needed information C Students critically evaluate information data and the process to findgenerateD Student organise information collectedgeneratedE Students synthesise and analyse and apply new knowledgeF Students communicate knowledge and understanding and the process used to generate them
Level I
Student researches at the level of a closed inquiry and requires a high degree of structureguidance
Level II
Student researches at the level of a closed inquiry and
requires some structureguidance
bull Identifies key ideas across several sources bull Significance of the paper is stated explicitly and is based on leads from or gaps in a limited number of references
httpwwwadelaideeduauclpdrsdcellsaa2html
Levels of Student Autonomy
Level III
Students research independently at the level of a closed inquiry
Facets of research inquiry
A Students embark on inquiry and so determine a need for knowledge understanding B Students findgenerate needed information C Students critically evaluate information data and the process to findgenerateD Student organise information collectedgeneratedE Students synthesise and analyse and apply new knowledgeF Students communicate knowledge and understanding and the process used to generate them
Level IStudent researches at the
level of a closed inquiry and requires a high degree of
structureguidance
Level IIStudent researches at the
level of a closed inquiry and requires some
structureguidance
Level IIIStudent researches
independently at the level of a closed inquiry
bull Significance of the paper is clearly stated and based on leads from or gaps in a substantial number of sources
httpwwwadelaideeduauclpdrsdcellsaa3html
Levels of Student Autonomy
Level IV
Students research at the level of an open enquiry within structured guidelines
Level I
Student researches at the level of a closed inquiry and
requires a high degree of structureguidance
Level II
Student researches at the level of a closed inquiry and
requires some structureguidance
Level III
Student researches independently at the level of
a closed inquiry
Level IV
Student researches at the level of an open enquiry
within structured guidelines
Facets of research inquiry
A Students embark on inquiry and so determine a need for knowledge understanding B Students findgenerate needed information C Students critically evaluate information data and the process to findgenerateD Student organise information collectedgeneratedE Students synthesise and analyse and apply new knowledgeF Students communicate knowledge and understanding and the process used to generate them
bull Aimshypothesis clear focussed and innovative
httpwwwadelaideeduauclpdrsdcellsaa4html
Levels of Student Autonomy
Level V
Students research at the level of an open inquiry within self-determined guidelines
Facets of research inquiry
A Students embark on inquiry and so determine a need for knowledge understanding B Students findgenerate needed information C Students critically evaluate information data and the process to findgenerateD Student organise information collectedgeneratedE Students synthesise and analyse and apply new knowledgeF Students communicate knowledge and understanding and the process used to generate them
Level I
Student researches at the level of a closed inquiry and requires a high degree of structureguidance
Level II
Student researches at the level of a closed inquiry and
requires some structureguidance
Level III
Student researches independently at the level of
a closed inquiry
Level IV
Student researches at the level of an open enquiry
within structured guidelines
Level V
Student researches at the level of an open enquiry within self-
determined guidelines
httpwwwadelaideeduauclpdrsdcellsaa5html
Dr John Willison
Centre for Learning and Professional Development
University of Adelaide
Locating the Development and Assessment of Studentsrsquo Research Skills in the Curriculum
A workshop for the Faculty of Business and EconomicsMonash University
2
Australian Learning and Teaching Council
Workshop Objectives
Develop collaboratively a plan of action for Research Skill Development in a specific course
Or Develop specific marking criteria for a
particular assessment task
Or Another RSD-based possibility that has come
to mind
- Developing and Assessing Studentsrsquo Research Skills in the Curriculum A seminar for the Faculty of Economics and Commerce University of Melbourne
- Overview
- Disciplines Involved in Trialling RSD
- Why Research Skill Development (RSD) in the curriculum
- Research Skill Development in Curriculum Design and Assessment
- Slide 6
- Slide 7
- Slide 8
- RSD Framework
- References
- Slide 12
- Slide 13
- Correlations between RSD Assessments 2005-2007
- Slide 15
- Correlations between RSD and pre-RSD Assessments 2003-2007
- Facets associated with research processes
- Levels of Student Autonomy
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Locating the Development and Assessment of Studentsrsquo Research Skills in the Curriculum A workshop for the Faculty of Business and Economics Monash University
- Workshop Objectives
-
Assessments Based on the RSD framework In Business Courses
(see pages 58-61 of RSD Handbook)
I II III IV
Open-ended Research
II II IIIII IIIA
F
A
F
A
F
Entry Level RSD Lit RSD 3
I II IIIA
F
Entry Level RSD
Business Law
Business Ethics
Life Impact The University of Adelaide
Application of RSD Framework for Learning and Teaching
Slide 9
RSD Framework
bull Provides the Big Picture and relates this to the assessment details for course coordinators lecturers tutors and especially students
bull Informs assessment-first curriculum redesignbull Same lsquofacetsrsquo for multiple assessments
various levelsbull Explicit ampTransparent assessment criteriabull Coherent amp Incremental skill developmentbull Revisited amp (potentially) Cyclic Conceptual
Framework
References
bull Bloom B Engelhardt MD Furst EJ Hill WH amp Krathwohl DR (1956) Taxonomy of Educational Objectives NewYork David McKay Company
bull Australian and New Zealand Institute of Information Literacy (2004) Australian and New Zealand Information Literacy Framework Principles standards and practice (2nd Edition) Retrieved from httpwwwcauleduauinfo-literacyInfoLiteracyFrameworkpdf on 15408
bull Cohen J (1988) Statistical power analysis for the behavioral sciences (2nd edition) Hillsdale NJ Erlbaum
bull Chaplin SB (2003) Guided development of independent inquiry in an anatomyphysiology laboratory Advanced Physiology Education 27 230-240 2003
bull Willison JW amp OrsquoRegan K (2007) Commonly known commonly not known totally unknown A framework for students becoming researchers Higher Education Research and Development 26 (4)
Web Site
wwwadelaideeduauclpdrsd
Lots of downloadable RSD examples are available here
Acknowledgement
Support for this activity has been provided by The Australian Learning and Teaching Council an initiative of the Australian Government Department of Education Science and Training
The views expressed in this activity do not necessarily reflect the views of Australian Learning and Teaching Council
lsquoApplication of RSDrsquo slides were provided by Dr Mario Ricci and Dr Eleanor Peirce University of Adelaide
For more Informationhellip
hellip or to discuss ideas further contact John
johnwillisonadelaideeduau08 8303 3219
Open Inquiry RSD Score vs L it RSD 3 Score 2007 (95 students)
0
5
10
15
20
25
00 20 40 60 80 100 120 140 160 180
L it RS D 3 S c ore (max 18)
r= 057
Correlations between RSD Assessments 2005-2007
2005 2006 2007
O week vs Lit RSD 1
018n=98
013n=119
001n=138
O week vs Open Inquiry
016n=82
009n=97
004n=95
Lit RSD 1 vs Lit RSD 3
NA 014N=115
030n=121
Pwer = 095 p=005
Correlations between RSD Assessments 2005-2007
2005 2006 2007
Lit RSD 1 vs Open Inquiry
041n=82
Power = 099 p=005
030n=97
Power = 091 p=005
038n=95
Power = 096 p=005
Lit RSD 3 vs Open Inquiry
048n=79
(Power=098
plt001)
055n=97
(powergt0995 plt001)
057n=95
(powergt0995 plt001)
Correlations between RSD and pre-RSD Assessments 2003-2007
2003
(pre- RSD)
2004
(pre- RSD)
2005
(mid RSD)
2006 2007
Lit RSD 1 vs Open Inquiry
NA NA 041n=82
Power = 099
p=005
030n=97
Power = 091
p=005
038n=95
Power = 096
p=005
Lit RSD 3 vs Open Inquiry
020n= 104
Power 077
p lt 01
040n=117
Power 099
plt 001
048n=79
Powergt098
plt001
055n=97
powergt099
plt001
057n=95
powergt099
plt001
Facets associated with research processes
In researching students
A embark on an inquiry and so determine a need for knowledgeunderstanding
B findgenerate needed informationdata using appropriate methodology
C critically evaluate informationdata and the process to findgenerate
D organise information collectedgeneratedE synthesise and analyse and apply new knowledgeF communicate knowledge and the processes used to generate it
with an awareness of ethical social and cultural issues
(Willison amp OrsquoRegan 2007 based on Bundy 2004)
Levels of Student Autonomy
Level I
Students research at the level of a closed inquiry and require a high degree of structureguidance
Facets of research inquiry
A Students embark on inquiry and so determine a need for knowledge understanding
B Students findgenerate needed information
C Students critically evaluate information data and the process to findgenerate
D Student organise information collectedgenerated
E Students synthesise and analyse and apply new knowledge
F Students communicate knowledge and understanding and the process used to generate them
Level I
Student researches at the level of a closed
inquiry and requires a high degree of
structureguidance
bull Appropriately identifies key ideas from 1 source When using 2 or more sources identifies some peripheral or duplicated ideas as key
bull Significance of the paper is stated but not based on leads from or gaps in the literature httpwwwadelaideeduauclpdrsdcellsaa1html
Levels of Student Autonomy
Level II
Students research at the level of a closed inquiry and requires structure
Facets of research inquiry
A Students embark on inquiry and so determine a need for knowledge understanding B Students findgenerate needed information C Students critically evaluate information data and the process to findgenerateD Student organise information collectedgeneratedE Students synthesise and analyse and apply new knowledgeF Students communicate knowledge and understanding and the process used to generate them
Level I
Student researches at the level of a closed inquiry and requires a high degree of structureguidance
Level II
Student researches at the level of a closed inquiry and
requires some structureguidance
bull Identifies key ideas across several sources bull Significance of the paper is stated explicitly and is based on leads from or gaps in a limited number of references
httpwwwadelaideeduauclpdrsdcellsaa2html
Levels of Student Autonomy
Level III
Students research independently at the level of a closed inquiry
Facets of research inquiry
A Students embark on inquiry and so determine a need for knowledge understanding B Students findgenerate needed information C Students critically evaluate information data and the process to findgenerateD Student organise information collectedgeneratedE Students synthesise and analyse and apply new knowledgeF Students communicate knowledge and understanding and the process used to generate them
Level IStudent researches at the
level of a closed inquiry and requires a high degree of
structureguidance
Level IIStudent researches at the
level of a closed inquiry and requires some
structureguidance
Level IIIStudent researches
independently at the level of a closed inquiry
bull Significance of the paper is clearly stated and based on leads from or gaps in a substantial number of sources
httpwwwadelaideeduauclpdrsdcellsaa3html
Levels of Student Autonomy
Level IV
Students research at the level of an open enquiry within structured guidelines
Level I
Student researches at the level of a closed inquiry and
requires a high degree of structureguidance
Level II
Student researches at the level of a closed inquiry and
requires some structureguidance
Level III
Student researches independently at the level of
a closed inquiry
Level IV
Student researches at the level of an open enquiry
within structured guidelines
Facets of research inquiry
A Students embark on inquiry and so determine a need for knowledge understanding B Students findgenerate needed information C Students critically evaluate information data and the process to findgenerateD Student organise information collectedgeneratedE Students synthesise and analyse and apply new knowledgeF Students communicate knowledge and understanding and the process used to generate them
bull Aimshypothesis clear focussed and innovative
httpwwwadelaideeduauclpdrsdcellsaa4html
Levels of Student Autonomy
Level V
Students research at the level of an open inquiry within self-determined guidelines
Facets of research inquiry
A Students embark on inquiry and so determine a need for knowledge understanding B Students findgenerate needed information C Students critically evaluate information data and the process to findgenerateD Student organise information collectedgeneratedE Students synthesise and analyse and apply new knowledgeF Students communicate knowledge and understanding and the process used to generate them
Level I
Student researches at the level of a closed inquiry and requires a high degree of structureguidance
Level II
Student researches at the level of a closed inquiry and
requires some structureguidance
Level III
Student researches independently at the level of
a closed inquiry
Level IV
Student researches at the level of an open enquiry
within structured guidelines
Level V
Student researches at the level of an open enquiry within self-
determined guidelines
httpwwwadelaideeduauclpdrsdcellsaa5html
Dr John Willison
Centre for Learning and Professional Development
University of Adelaide
Locating the Development and Assessment of Studentsrsquo Research Skills in the Curriculum
A workshop for the Faculty of Business and EconomicsMonash University
2
Australian Learning and Teaching Council
Workshop Objectives
Develop collaboratively a plan of action for Research Skill Development in a specific course
Or Develop specific marking criteria for a
particular assessment task
Or Another RSD-based possibility that has come
to mind
- Developing and Assessing Studentsrsquo Research Skills in the Curriculum A seminar for the Faculty of Economics and Commerce University of Melbourne
- Overview
- Disciplines Involved in Trialling RSD
- Why Research Skill Development (RSD) in the curriculum
- Research Skill Development in Curriculum Design and Assessment
- Slide 6
- Slide 7
- Slide 8
- RSD Framework
- References
- Slide 12
- Slide 13
- Correlations between RSD Assessments 2005-2007
- Slide 15
- Correlations between RSD and pre-RSD Assessments 2003-2007
- Facets associated with research processes
- Levels of Student Autonomy
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Locating the Development and Assessment of Studentsrsquo Research Skills in the Curriculum A workshop for the Faculty of Business and Economics Monash University
- Workshop Objectives
-
Life Impact The University of Adelaide
Application of RSD Framework for Learning and Teaching
Slide 9
RSD Framework
bull Provides the Big Picture and relates this to the assessment details for course coordinators lecturers tutors and especially students
bull Informs assessment-first curriculum redesignbull Same lsquofacetsrsquo for multiple assessments
various levelsbull Explicit ampTransparent assessment criteriabull Coherent amp Incremental skill developmentbull Revisited amp (potentially) Cyclic Conceptual
Framework
References
bull Bloom B Engelhardt MD Furst EJ Hill WH amp Krathwohl DR (1956) Taxonomy of Educational Objectives NewYork David McKay Company
bull Australian and New Zealand Institute of Information Literacy (2004) Australian and New Zealand Information Literacy Framework Principles standards and practice (2nd Edition) Retrieved from httpwwwcauleduauinfo-literacyInfoLiteracyFrameworkpdf on 15408
bull Cohen J (1988) Statistical power analysis for the behavioral sciences (2nd edition) Hillsdale NJ Erlbaum
bull Chaplin SB (2003) Guided development of independent inquiry in an anatomyphysiology laboratory Advanced Physiology Education 27 230-240 2003
bull Willison JW amp OrsquoRegan K (2007) Commonly known commonly not known totally unknown A framework for students becoming researchers Higher Education Research and Development 26 (4)
Web Site
wwwadelaideeduauclpdrsd
Lots of downloadable RSD examples are available here
Acknowledgement
Support for this activity has been provided by The Australian Learning and Teaching Council an initiative of the Australian Government Department of Education Science and Training
The views expressed in this activity do not necessarily reflect the views of Australian Learning and Teaching Council
lsquoApplication of RSDrsquo slides were provided by Dr Mario Ricci and Dr Eleanor Peirce University of Adelaide
For more Informationhellip
hellip or to discuss ideas further contact John
johnwillisonadelaideeduau08 8303 3219
Open Inquiry RSD Score vs L it RSD 3 Score 2007 (95 students)
0
5
10
15
20
25
00 20 40 60 80 100 120 140 160 180
L it RS D 3 S c ore (max 18)
r= 057
Correlations between RSD Assessments 2005-2007
2005 2006 2007
O week vs Lit RSD 1
018n=98
013n=119
001n=138
O week vs Open Inquiry
016n=82
009n=97
004n=95
Lit RSD 1 vs Lit RSD 3
NA 014N=115
030n=121
Pwer = 095 p=005
Correlations between RSD Assessments 2005-2007
2005 2006 2007
Lit RSD 1 vs Open Inquiry
041n=82
Power = 099 p=005
030n=97
Power = 091 p=005
038n=95
Power = 096 p=005
Lit RSD 3 vs Open Inquiry
048n=79
(Power=098
plt001)
055n=97
(powergt0995 plt001)
057n=95
(powergt0995 plt001)
Correlations between RSD and pre-RSD Assessments 2003-2007
2003
(pre- RSD)
2004
(pre- RSD)
2005
(mid RSD)
2006 2007
Lit RSD 1 vs Open Inquiry
NA NA 041n=82
Power = 099
p=005
030n=97
Power = 091
p=005
038n=95
Power = 096
p=005
Lit RSD 3 vs Open Inquiry
020n= 104
Power 077
p lt 01
040n=117
Power 099
plt 001
048n=79
Powergt098
plt001
055n=97
powergt099
plt001
057n=95
powergt099
plt001
Facets associated with research processes
In researching students
A embark on an inquiry and so determine a need for knowledgeunderstanding
B findgenerate needed informationdata using appropriate methodology
C critically evaluate informationdata and the process to findgenerate
D organise information collectedgeneratedE synthesise and analyse and apply new knowledgeF communicate knowledge and the processes used to generate it
with an awareness of ethical social and cultural issues
(Willison amp OrsquoRegan 2007 based on Bundy 2004)
Levels of Student Autonomy
Level I
Students research at the level of a closed inquiry and require a high degree of structureguidance
Facets of research inquiry
A Students embark on inquiry and so determine a need for knowledge understanding
B Students findgenerate needed information
C Students critically evaluate information data and the process to findgenerate
D Student organise information collectedgenerated
E Students synthesise and analyse and apply new knowledge
F Students communicate knowledge and understanding and the process used to generate them
Level I
Student researches at the level of a closed
inquiry and requires a high degree of
structureguidance
bull Appropriately identifies key ideas from 1 source When using 2 or more sources identifies some peripheral or duplicated ideas as key
bull Significance of the paper is stated but not based on leads from or gaps in the literature httpwwwadelaideeduauclpdrsdcellsaa1html
Levels of Student Autonomy
Level II
Students research at the level of a closed inquiry and requires structure
Facets of research inquiry
A Students embark on inquiry and so determine a need for knowledge understanding B Students findgenerate needed information C Students critically evaluate information data and the process to findgenerateD Student organise information collectedgeneratedE Students synthesise and analyse and apply new knowledgeF Students communicate knowledge and understanding and the process used to generate them
Level I
Student researches at the level of a closed inquiry and requires a high degree of structureguidance
Level II
Student researches at the level of a closed inquiry and
requires some structureguidance
bull Identifies key ideas across several sources bull Significance of the paper is stated explicitly and is based on leads from or gaps in a limited number of references
httpwwwadelaideeduauclpdrsdcellsaa2html
Levels of Student Autonomy
Level III
Students research independently at the level of a closed inquiry
Facets of research inquiry
A Students embark on inquiry and so determine a need for knowledge understanding B Students findgenerate needed information C Students critically evaluate information data and the process to findgenerateD Student organise information collectedgeneratedE Students synthesise and analyse and apply new knowledgeF Students communicate knowledge and understanding and the process used to generate them
Level IStudent researches at the
level of a closed inquiry and requires a high degree of
structureguidance
Level IIStudent researches at the
level of a closed inquiry and requires some
structureguidance
Level IIIStudent researches
independently at the level of a closed inquiry
bull Significance of the paper is clearly stated and based on leads from or gaps in a substantial number of sources
httpwwwadelaideeduauclpdrsdcellsaa3html
Levels of Student Autonomy
Level IV
Students research at the level of an open enquiry within structured guidelines
Level I
Student researches at the level of a closed inquiry and
requires a high degree of structureguidance
Level II
Student researches at the level of a closed inquiry and
requires some structureguidance
Level III
Student researches independently at the level of
a closed inquiry
Level IV
Student researches at the level of an open enquiry
within structured guidelines
Facets of research inquiry
A Students embark on inquiry and so determine a need for knowledge understanding B Students findgenerate needed information C Students critically evaluate information data and the process to findgenerateD Student organise information collectedgeneratedE Students synthesise and analyse and apply new knowledgeF Students communicate knowledge and understanding and the process used to generate them
bull Aimshypothesis clear focussed and innovative
httpwwwadelaideeduauclpdrsdcellsaa4html
Levels of Student Autonomy
Level V
Students research at the level of an open inquiry within self-determined guidelines
Facets of research inquiry
A Students embark on inquiry and so determine a need for knowledge understanding B Students findgenerate needed information C Students critically evaluate information data and the process to findgenerateD Student organise information collectedgeneratedE Students synthesise and analyse and apply new knowledgeF Students communicate knowledge and understanding and the process used to generate them
Level I
Student researches at the level of a closed inquiry and requires a high degree of structureguidance
Level II
Student researches at the level of a closed inquiry and
requires some structureguidance
Level III
Student researches independently at the level of
a closed inquiry
Level IV
Student researches at the level of an open enquiry
within structured guidelines
Level V
Student researches at the level of an open enquiry within self-
determined guidelines
httpwwwadelaideeduauclpdrsdcellsaa5html
Dr John Willison
Centre for Learning and Professional Development
University of Adelaide
Locating the Development and Assessment of Studentsrsquo Research Skills in the Curriculum
A workshop for the Faculty of Business and EconomicsMonash University
2
Australian Learning and Teaching Council
Workshop Objectives
Develop collaboratively a plan of action for Research Skill Development in a specific course
Or Develop specific marking criteria for a
particular assessment task
Or Another RSD-based possibility that has come
to mind
- Developing and Assessing Studentsrsquo Research Skills in the Curriculum A seminar for the Faculty of Economics and Commerce University of Melbourne
- Overview
- Disciplines Involved in Trialling RSD
- Why Research Skill Development (RSD) in the curriculum
- Research Skill Development in Curriculum Design and Assessment
- Slide 6
- Slide 7
- Slide 8
- RSD Framework
- References
- Slide 12
- Slide 13
- Correlations between RSD Assessments 2005-2007
- Slide 15
- Correlations between RSD and pre-RSD Assessments 2003-2007
- Facets associated with research processes
- Levels of Student Autonomy
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Locating the Development and Assessment of Studentsrsquo Research Skills in the Curriculum A workshop for the Faculty of Business and Economics Monash University
- Workshop Objectives
-
RSD Framework
bull Provides the Big Picture and relates this to the assessment details for course coordinators lecturers tutors and especially students
bull Informs assessment-first curriculum redesignbull Same lsquofacetsrsquo for multiple assessments
various levelsbull Explicit ampTransparent assessment criteriabull Coherent amp Incremental skill developmentbull Revisited amp (potentially) Cyclic Conceptual
Framework
References
bull Bloom B Engelhardt MD Furst EJ Hill WH amp Krathwohl DR (1956) Taxonomy of Educational Objectives NewYork David McKay Company
bull Australian and New Zealand Institute of Information Literacy (2004) Australian and New Zealand Information Literacy Framework Principles standards and practice (2nd Edition) Retrieved from httpwwwcauleduauinfo-literacyInfoLiteracyFrameworkpdf on 15408
bull Cohen J (1988) Statistical power analysis for the behavioral sciences (2nd edition) Hillsdale NJ Erlbaum
bull Chaplin SB (2003) Guided development of independent inquiry in an anatomyphysiology laboratory Advanced Physiology Education 27 230-240 2003
bull Willison JW amp OrsquoRegan K (2007) Commonly known commonly not known totally unknown A framework for students becoming researchers Higher Education Research and Development 26 (4)
Web Site
wwwadelaideeduauclpdrsd
Lots of downloadable RSD examples are available here
Acknowledgement
Support for this activity has been provided by The Australian Learning and Teaching Council an initiative of the Australian Government Department of Education Science and Training
The views expressed in this activity do not necessarily reflect the views of Australian Learning and Teaching Council
lsquoApplication of RSDrsquo slides were provided by Dr Mario Ricci and Dr Eleanor Peirce University of Adelaide
For more Informationhellip
hellip or to discuss ideas further contact John
johnwillisonadelaideeduau08 8303 3219
Open Inquiry RSD Score vs L it RSD 3 Score 2007 (95 students)
0
5
10
15
20
25
00 20 40 60 80 100 120 140 160 180
L it RS D 3 S c ore (max 18)
r= 057
Correlations between RSD Assessments 2005-2007
2005 2006 2007
O week vs Lit RSD 1
018n=98
013n=119
001n=138
O week vs Open Inquiry
016n=82
009n=97
004n=95
Lit RSD 1 vs Lit RSD 3
NA 014N=115
030n=121
Pwer = 095 p=005
Correlations between RSD Assessments 2005-2007
2005 2006 2007
Lit RSD 1 vs Open Inquiry
041n=82
Power = 099 p=005
030n=97
Power = 091 p=005
038n=95
Power = 096 p=005
Lit RSD 3 vs Open Inquiry
048n=79
(Power=098
plt001)
055n=97
(powergt0995 plt001)
057n=95
(powergt0995 plt001)
Correlations between RSD and pre-RSD Assessments 2003-2007
2003
(pre- RSD)
2004
(pre- RSD)
2005
(mid RSD)
2006 2007
Lit RSD 1 vs Open Inquiry
NA NA 041n=82
Power = 099
p=005
030n=97
Power = 091
p=005
038n=95
Power = 096
p=005
Lit RSD 3 vs Open Inquiry
020n= 104
Power 077
p lt 01
040n=117
Power 099
plt 001
048n=79
Powergt098
plt001
055n=97
powergt099
plt001
057n=95
powergt099
plt001
Facets associated with research processes
In researching students
A embark on an inquiry and so determine a need for knowledgeunderstanding
B findgenerate needed informationdata using appropriate methodology
C critically evaluate informationdata and the process to findgenerate
D organise information collectedgeneratedE synthesise and analyse and apply new knowledgeF communicate knowledge and the processes used to generate it
with an awareness of ethical social and cultural issues
(Willison amp OrsquoRegan 2007 based on Bundy 2004)
Levels of Student Autonomy
Level I
Students research at the level of a closed inquiry and require a high degree of structureguidance
Facets of research inquiry
A Students embark on inquiry and so determine a need for knowledge understanding
B Students findgenerate needed information
C Students critically evaluate information data and the process to findgenerate
D Student organise information collectedgenerated
E Students synthesise and analyse and apply new knowledge
F Students communicate knowledge and understanding and the process used to generate them
Level I
Student researches at the level of a closed
inquiry and requires a high degree of
structureguidance
bull Appropriately identifies key ideas from 1 source When using 2 or more sources identifies some peripheral or duplicated ideas as key
bull Significance of the paper is stated but not based on leads from or gaps in the literature httpwwwadelaideeduauclpdrsdcellsaa1html
Levels of Student Autonomy
Level II
Students research at the level of a closed inquiry and requires structure
Facets of research inquiry
A Students embark on inquiry and so determine a need for knowledge understanding B Students findgenerate needed information C Students critically evaluate information data and the process to findgenerateD Student organise information collectedgeneratedE Students synthesise and analyse and apply new knowledgeF Students communicate knowledge and understanding and the process used to generate them
Level I
Student researches at the level of a closed inquiry and requires a high degree of structureguidance
Level II
Student researches at the level of a closed inquiry and
requires some structureguidance
bull Identifies key ideas across several sources bull Significance of the paper is stated explicitly and is based on leads from or gaps in a limited number of references
httpwwwadelaideeduauclpdrsdcellsaa2html
Levels of Student Autonomy
Level III
Students research independently at the level of a closed inquiry
Facets of research inquiry
A Students embark on inquiry and so determine a need for knowledge understanding B Students findgenerate needed information C Students critically evaluate information data and the process to findgenerateD Student organise information collectedgeneratedE Students synthesise and analyse and apply new knowledgeF Students communicate knowledge and understanding and the process used to generate them
Level IStudent researches at the
level of a closed inquiry and requires a high degree of
structureguidance
Level IIStudent researches at the
level of a closed inquiry and requires some
structureguidance
Level IIIStudent researches
independently at the level of a closed inquiry
bull Significance of the paper is clearly stated and based on leads from or gaps in a substantial number of sources
httpwwwadelaideeduauclpdrsdcellsaa3html
Levels of Student Autonomy
Level IV
Students research at the level of an open enquiry within structured guidelines
Level I
Student researches at the level of a closed inquiry and
requires a high degree of structureguidance
Level II
Student researches at the level of a closed inquiry and
requires some structureguidance
Level III
Student researches independently at the level of
a closed inquiry
Level IV
Student researches at the level of an open enquiry
within structured guidelines
Facets of research inquiry
A Students embark on inquiry and so determine a need for knowledge understanding B Students findgenerate needed information C Students critically evaluate information data and the process to findgenerateD Student organise information collectedgeneratedE Students synthesise and analyse and apply new knowledgeF Students communicate knowledge and understanding and the process used to generate them
bull Aimshypothesis clear focussed and innovative
httpwwwadelaideeduauclpdrsdcellsaa4html
Levels of Student Autonomy
Level V
Students research at the level of an open inquiry within self-determined guidelines
Facets of research inquiry
A Students embark on inquiry and so determine a need for knowledge understanding B Students findgenerate needed information C Students critically evaluate information data and the process to findgenerateD Student organise information collectedgeneratedE Students synthesise and analyse and apply new knowledgeF Students communicate knowledge and understanding and the process used to generate them
Level I
Student researches at the level of a closed inquiry and requires a high degree of structureguidance
Level II
Student researches at the level of a closed inquiry and
requires some structureguidance
Level III
Student researches independently at the level of
a closed inquiry
Level IV
Student researches at the level of an open enquiry
within structured guidelines
Level V
Student researches at the level of an open enquiry within self-
determined guidelines
httpwwwadelaideeduauclpdrsdcellsaa5html
Dr John Willison
Centre for Learning and Professional Development
University of Adelaide
Locating the Development and Assessment of Studentsrsquo Research Skills in the Curriculum
A workshop for the Faculty of Business and EconomicsMonash University
2
Australian Learning and Teaching Council
Workshop Objectives
Develop collaboratively a plan of action for Research Skill Development in a specific course
Or Develop specific marking criteria for a
particular assessment task
Or Another RSD-based possibility that has come
to mind
- Developing and Assessing Studentsrsquo Research Skills in the Curriculum A seminar for the Faculty of Economics and Commerce University of Melbourne
- Overview
- Disciplines Involved in Trialling RSD
- Why Research Skill Development (RSD) in the curriculum
- Research Skill Development in Curriculum Design and Assessment
- Slide 6
- Slide 7
- Slide 8
- RSD Framework
- References
- Slide 12
- Slide 13
- Correlations between RSD Assessments 2005-2007
- Slide 15
- Correlations between RSD and pre-RSD Assessments 2003-2007
- Facets associated with research processes
- Levels of Student Autonomy
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Locating the Development and Assessment of Studentsrsquo Research Skills in the Curriculum A workshop for the Faculty of Business and Economics Monash University
- Workshop Objectives
-
References
bull Bloom B Engelhardt MD Furst EJ Hill WH amp Krathwohl DR (1956) Taxonomy of Educational Objectives NewYork David McKay Company
bull Australian and New Zealand Institute of Information Literacy (2004) Australian and New Zealand Information Literacy Framework Principles standards and practice (2nd Edition) Retrieved from httpwwwcauleduauinfo-literacyInfoLiteracyFrameworkpdf on 15408
bull Cohen J (1988) Statistical power analysis for the behavioral sciences (2nd edition) Hillsdale NJ Erlbaum
bull Chaplin SB (2003) Guided development of independent inquiry in an anatomyphysiology laboratory Advanced Physiology Education 27 230-240 2003
bull Willison JW amp OrsquoRegan K (2007) Commonly known commonly not known totally unknown A framework for students becoming researchers Higher Education Research and Development 26 (4)
Web Site
wwwadelaideeduauclpdrsd
Lots of downloadable RSD examples are available here
Acknowledgement
Support for this activity has been provided by The Australian Learning and Teaching Council an initiative of the Australian Government Department of Education Science and Training
The views expressed in this activity do not necessarily reflect the views of Australian Learning and Teaching Council
lsquoApplication of RSDrsquo slides were provided by Dr Mario Ricci and Dr Eleanor Peirce University of Adelaide
For more Informationhellip
hellip or to discuss ideas further contact John
johnwillisonadelaideeduau08 8303 3219
Open Inquiry RSD Score vs L it RSD 3 Score 2007 (95 students)
0
5
10
15
20
25
00 20 40 60 80 100 120 140 160 180
L it RS D 3 S c ore (max 18)
r= 057
Correlations between RSD Assessments 2005-2007
2005 2006 2007
O week vs Lit RSD 1
018n=98
013n=119
001n=138
O week vs Open Inquiry
016n=82
009n=97
004n=95
Lit RSD 1 vs Lit RSD 3
NA 014N=115
030n=121
Pwer = 095 p=005
Correlations between RSD Assessments 2005-2007
2005 2006 2007
Lit RSD 1 vs Open Inquiry
041n=82
Power = 099 p=005
030n=97
Power = 091 p=005
038n=95
Power = 096 p=005
Lit RSD 3 vs Open Inquiry
048n=79
(Power=098
plt001)
055n=97
(powergt0995 plt001)
057n=95
(powergt0995 plt001)
Correlations between RSD and pre-RSD Assessments 2003-2007
2003
(pre- RSD)
2004
(pre- RSD)
2005
(mid RSD)
2006 2007
Lit RSD 1 vs Open Inquiry
NA NA 041n=82
Power = 099
p=005
030n=97
Power = 091
p=005
038n=95
Power = 096
p=005
Lit RSD 3 vs Open Inquiry
020n= 104
Power 077
p lt 01
040n=117
Power 099
plt 001
048n=79
Powergt098
plt001
055n=97
powergt099
plt001
057n=95
powergt099
plt001
Facets associated with research processes
In researching students
A embark on an inquiry and so determine a need for knowledgeunderstanding
B findgenerate needed informationdata using appropriate methodology
C critically evaluate informationdata and the process to findgenerate
D organise information collectedgeneratedE synthesise and analyse and apply new knowledgeF communicate knowledge and the processes used to generate it
with an awareness of ethical social and cultural issues
(Willison amp OrsquoRegan 2007 based on Bundy 2004)
Levels of Student Autonomy
Level I
Students research at the level of a closed inquiry and require a high degree of structureguidance
Facets of research inquiry
A Students embark on inquiry and so determine a need for knowledge understanding
B Students findgenerate needed information
C Students critically evaluate information data and the process to findgenerate
D Student organise information collectedgenerated
E Students synthesise and analyse and apply new knowledge
F Students communicate knowledge and understanding and the process used to generate them
Level I
Student researches at the level of a closed
inquiry and requires a high degree of
structureguidance
bull Appropriately identifies key ideas from 1 source When using 2 or more sources identifies some peripheral or duplicated ideas as key
bull Significance of the paper is stated but not based on leads from or gaps in the literature httpwwwadelaideeduauclpdrsdcellsaa1html
Levels of Student Autonomy
Level II
Students research at the level of a closed inquiry and requires structure
Facets of research inquiry
A Students embark on inquiry and so determine a need for knowledge understanding B Students findgenerate needed information C Students critically evaluate information data and the process to findgenerateD Student organise information collectedgeneratedE Students synthesise and analyse and apply new knowledgeF Students communicate knowledge and understanding and the process used to generate them
Level I
Student researches at the level of a closed inquiry and requires a high degree of structureguidance
Level II
Student researches at the level of a closed inquiry and
requires some structureguidance
bull Identifies key ideas across several sources bull Significance of the paper is stated explicitly and is based on leads from or gaps in a limited number of references
httpwwwadelaideeduauclpdrsdcellsaa2html
Levels of Student Autonomy
Level III
Students research independently at the level of a closed inquiry
Facets of research inquiry
A Students embark on inquiry and so determine a need for knowledge understanding B Students findgenerate needed information C Students critically evaluate information data and the process to findgenerateD Student organise information collectedgeneratedE Students synthesise and analyse and apply new knowledgeF Students communicate knowledge and understanding and the process used to generate them
Level IStudent researches at the
level of a closed inquiry and requires a high degree of
structureguidance
Level IIStudent researches at the
level of a closed inquiry and requires some
structureguidance
Level IIIStudent researches
independently at the level of a closed inquiry
bull Significance of the paper is clearly stated and based on leads from or gaps in a substantial number of sources
httpwwwadelaideeduauclpdrsdcellsaa3html
Levels of Student Autonomy
Level IV
Students research at the level of an open enquiry within structured guidelines
Level I
Student researches at the level of a closed inquiry and
requires a high degree of structureguidance
Level II
Student researches at the level of a closed inquiry and
requires some structureguidance
Level III
Student researches independently at the level of
a closed inquiry
Level IV
Student researches at the level of an open enquiry
within structured guidelines
Facets of research inquiry
A Students embark on inquiry and so determine a need for knowledge understanding B Students findgenerate needed information C Students critically evaluate information data and the process to findgenerateD Student organise information collectedgeneratedE Students synthesise and analyse and apply new knowledgeF Students communicate knowledge and understanding and the process used to generate them
bull Aimshypothesis clear focussed and innovative
httpwwwadelaideeduauclpdrsdcellsaa4html
Levels of Student Autonomy
Level V
Students research at the level of an open inquiry within self-determined guidelines
Facets of research inquiry
A Students embark on inquiry and so determine a need for knowledge understanding B Students findgenerate needed information C Students critically evaluate information data and the process to findgenerateD Student organise information collectedgeneratedE Students synthesise and analyse and apply new knowledgeF Students communicate knowledge and understanding and the process used to generate them
Level I
Student researches at the level of a closed inquiry and requires a high degree of structureguidance
Level II
Student researches at the level of a closed inquiry and
requires some structureguidance
Level III
Student researches independently at the level of
a closed inquiry
Level IV
Student researches at the level of an open enquiry
within structured guidelines
Level V
Student researches at the level of an open enquiry within self-
determined guidelines
httpwwwadelaideeduauclpdrsdcellsaa5html
Dr John Willison
Centre for Learning and Professional Development
University of Adelaide
Locating the Development and Assessment of Studentsrsquo Research Skills in the Curriculum
A workshop for the Faculty of Business and EconomicsMonash University
2
Australian Learning and Teaching Council
Workshop Objectives
Develop collaboratively a plan of action for Research Skill Development in a specific course
Or Develop specific marking criteria for a
particular assessment task
Or Another RSD-based possibility that has come
to mind
- Developing and Assessing Studentsrsquo Research Skills in the Curriculum A seminar for the Faculty of Economics and Commerce University of Melbourne
- Overview
- Disciplines Involved in Trialling RSD
- Why Research Skill Development (RSD) in the curriculum
- Research Skill Development in Curriculum Design and Assessment
- Slide 6
- Slide 7
- Slide 8
- RSD Framework
- References
- Slide 12
- Slide 13
- Correlations between RSD Assessments 2005-2007
- Slide 15
- Correlations between RSD and pre-RSD Assessments 2003-2007
- Facets associated with research processes
- Levels of Student Autonomy
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Locating the Development and Assessment of Studentsrsquo Research Skills in the Curriculum A workshop for the Faculty of Business and Economics Monash University
- Workshop Objectives
-
Acknowledgement
Support for this activity has been provided by The Australian Learning and Teaching Council an initiative of the Australian Government Department of Education Science and Training
The views expressed in this activity do not necessarily reflect the views of Australian Learning and Teaching Council
lsquoApplication of RSDrsquo slides were provided by Dr Mario Ricci and Dr Eleanor Peirce University of Adelaide
For more Informationhellip
hellip or to discuss ideas further contact John
johnwillisonadelaideeduau08 8303 3219
Open Inquiry RSD Score vs L it RSD 3 Score 2007 (95 students)
0
5
10
15
20
25
00 20 40 60 80 100 120 140 160 180
L it RS D 3 S c ore (max 18)
r= 057
Correlations between RSD Assessments 2005-2007
2005 2006 2007
O week vs Lit RSD 1
018n=98
013n=119
001n=138
O week vs Open Inquiry
016n=82
009n=97
004n=95
Lit RSD 1 vs Lit RSD 3
NA 014N=115
030n=121
Pwer = 095 p=005
Correlations between RSD Assessments 2005-2007
2005 2006 2007
Lit RSD 1 vs Open Inquiry
041n=82
Power = 099 p=005
030n=97
Power = 091 p=005
038n=95
Power = 096 p=005
Lit RSD 3 vs Open Inquiry
048n=79
(Power=098
plt001)
055n=97
(powergt0995 plt001)
057n=95
(powergt0995 plt001)
Correlations between RSD and pre-RSD Assessments 2003-2007
2003
(pre- RSD)
2004
(pre- RSD)
2005
(mid RSD)
2006 2007
Lit RSD 1 vs Open Inquiry
NA NA 041n=82
Power = 099
p=005
030n=97
Power = 091
p=005
038n=95
Power = 096
p=005
Lit RSD 3 vs Open Inquiry
020n= 104
Power 077
p lt 01
040n=117
Power 099
plt 001
048n=79
Powergt098
plt001
055n=97
powergt099
plt001
057n=95
powergt099
plt001
Facets associated with research processes
In researching students
A embark on an inquiry and so determine a need for knowledgeunderstanding
B findgenerate needed informationdata using appropriate methodology
C critically evaluate informationdata and the process to findgenerate
D organise information collectedgeneratedE synthesise and analyse and apply new knowledgeF communicate knowledge and the processes used to generate it
with an awareness of ethical social and cultural issues
(Willison amp OrsquoRegan 2007 based on Bundy 2004)
Levels of Student Autonomy
Level I
Students research at the level of a closed inquiry and require a high degree of structureguidance
Facets of research inquiry
A Students embark on inquiry and so determine a need for knowledge understanding
B Students findgenerate needed information
C Students critically evaluate information data and the process to findgenerate
D Student organise information collectedgenerated
E Students synthesise and analyse and apply new knowledge
F Students communicate knowledge and understanding and the process used to generate them
Level I
Student researches at the level of a closed
inquiry and requires a high degree of
structureguidance
bull Appropriately identifies key ideas from 1 source When using 2 or more sources identifies some peripheral or duplicated ideas as key
bull Significance of the paper is stated but not based on leads from or gaps in the literature httpwwwadelaideeduauclpdrsdcellsaa1html
Levels of Student Autonomy
Level II
Students research at the level of a closed inquiry and requires structure
Facets of research inquiry
A Students embark on inquiry and so determine a need for knowledge understanding B Students findgenerate needed information C Students critically evaluate information data and the process to findgenerateD Student organise information collectedgeneratedE Students synthesise and analyse and apply new knowledgeF Students communicate knowledge and understanding and the process used to generate them
Level I
Student researches at the level of a closed inquiry and requires a high degree of structureguidance
Level II
Student researches at the level of a closed inquiry and
requires some structureguidance
bull Identifies key ideas across several sources bull Significance of the paper is stated explicitly and is based on leads from or gaps in a limited number of references
httpwwwadelaideeduauclpdrsdcellsaa2html
Levels of Student Autonomy
Level III
Students research independently at the level of a closed inquiry
Facets of research inquiry
A Students embark on inquiry and so determine a need for knowledge understanding B Students findgenerate needed information C Students critically evaluate information data and the process to findgenerateD Student organise information collectedgeneratedE Students synthesise and analyse and apply new knowledgeF Students communicate knowledge and understanding and the process used to generate them
Level IStudent researches at the
level of a closed inquiry and requires a high degree of
structureguidance
Level IIStudent researches at the
level of a closed inquiry and requires some
structureguidance
Level IIIStudent researches
independently at the level of a closed inquiry
bull Significance of the paper is clearly stated and based on leads from or gaps in a substantial number of sources
httpwwwadelaideeduauclpdrsdcellsaa3html
Levels of Student Autonomy
Level IV
Students research at the level of an open enquiry within structured guidelines
Level I
Student researches at the level of a closed inquiry and
requires a high degree of structureguidance
Level II
Student researches at the level of a closed inquiry and
requires some structureguidance
Level III
Student researches independently at the level of
a closed inquiry
Level IV
Student researches at the level of an open enquiry
within structured guidelines
Facets of research inquiry
A Students embark on inquiry and so determine a need for knowledge understanding B Students findgenerate needed information C Students critically evaluate information data and the process to findgenerateD Student organise information collectedgeneratedE Students synthesise and analyse and apply new knowledgeF Students communicate knowledge and understanding and the process used to generate them
bull Aimshypothesis clear focussed and innovative
httpwwwadelaideeduauclpdrsdcellsaa4html
Levels of Student Autonomy
Level V
Students research at the level of an open inquiry within self-determined guidelines
Facets of research inquiry
A Students embark on inquiry and so determine a need for knowledge understanding B Students findgenerate needed information C Students critically evaluate information data and the process to findgenerateD Student organise information collectedgeneratedE Students synthesise and analyse and apply new knowledgeF Students communicate knowledge and understanding and the process used to generate them
Level I
Student researches at the level of a closed inquiry and requires a high degree of structureguidance
Level II
Student researches at the level of a closed inquiry and
requires some structureguidance
Level III
Student researches independently at the level of
a closed inquiry
Level IV
Student researches at the level of an open enquiry
within structured guidelines
Level V
Student researches at the level of an open enquiry within self-
determined guidelines
httpwwwadelaideeduauclpdrsdcellsaa5html
Dr John Willison
Centre for Learning and Professional Development
University of Adelaide
Locating the Development and Assessment of Studentsrsquo Research Skills in the Curriculum
A workshop for the Faculty of Business and EconomicsMonash University
2
Australian Learning and Teaching Council
Workshop Objectives
Develop collaboratively a plan of action for Research Skill Development in a specific course
Or Develop specific marking criteria for a
particular assessment task
Or Another RSD-based possibility that has come
to mind
- Developing and Assessing Studentsrsquo Research Skills in the Curriculum A seminar for the Faculty of Economics and Commerce University of Melbourne
- Overview
- Disciplines Involved in Trialling RSD
- Why Research Skill Development (RSD) in the curriculum
- Research Skill Development in Curriculum Design and Assessment
- Slide 6
- Slide 7
- Slide 8
- RSD Framework
- References
- Slide 12
- Slide 13
- Correlations between RSD Assessments 2005-2007
- Slide 15
- Correlations between RSD and pre-RSD Assessments 2003-2007
- Facets associated with research processes
- Levels of Student Autonomy
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Locating the Development and Assessment of Studentsrsquo Research Skills in the Curriculum A workshop for the Faculty of Business and Economics Monash University
- Workshop Objectives
-
Open Inquiry RSD Score vs L it RSD 3 Score 2007 (95 students)
0
5
10
15
20
25
00 20 40 60 80 100 120 140 160 180
L it RS D 3 S c ore (max 18)
r= 057
Correlations between RSD Assessments 2005-2007
2005 2006 2007
O week vs Lit RSD 1
018n=98
013n=119
001n=138
O week vs Open Inquiry
016n=82
009n=97
004n=95
Lit RSD 1 vs Lit RSD 3
NA 014N=115
030n=121
Pwer = 095 p=005
Correlations between RSD Assessments 2005-2007
2005 2006 2007
Lit RSD 1 vs Open Inquiry
041n=82
Power = 099 p=005
030n=97
Power = 091 p=005
038n=95
Power = 096 p=005
Lit RSD 3 vs Open Inquiry
048n=79
(Power=098
plt001)
055n=97
(powergt0995 plt001)
057n=95
(powergt0995 plt001)
Correlations between RSD and pre-RSD Assessments 2003-2007
2003
(pre- RSD)
2004
(pre- RSD)
2005
(mid RSD)
2006 2007
Lit RSD 1 vs Open Inquiry
NA NA 041n=82
Power = 099
p=005
030n=97
Power = 091
p=005
038n=95
Power = 096
p=005
Lit RSD 3 vs Open Inquiry
020n= 104
Power 077
p lt 01
040n=117
Power 099
plt 001
048n=79
Powergt098
plt001
055n=97
powergt099
plt001
057n=95
powergt099
plt001
Facets associated with research processes
In researching students
A embark on an inquiry and so determine a need for knowledgeunderstanding
B findgenerate needed informationdata using appropriate methodology
C critically evaluate informationdata and the process to findgenerate
D organise information collectedgeneratedE synthesise and analyse and apply new knowledgeF communicate knowledge and the processes used to generate it
with an awareness of ethical social and cultural issues
(Willison amp OrsquoRegan 2007 based on Bundy 2004)
Levels of Student Autonomy
Level I
Students research at the level of a closed inquiry and require a high degree of structureguidance
Facets of research inquiry
A Students embark on inquiry and so determine a need for knowledge understanding
B Students findgenerate needed information
C Students critically evaluate information data and the process to findgenerate
D Student organise information collectedgenerated
E Students synthesise and analyse and apply new knowledge
F Students communicate knowledge and understanding and the process used to generate them
Level I
Student researches at the level of a closed
inquiry and requires a high degree of
structureguidance
bull Appropriately identifies key ideas from 1 source When using 2 or more sources identifies some peripheral or duplicated ideas as key
bull Significance of the paper is stated but not based on leads from or gaps in the literature httpwwwadelaideeduauclpdrsdcellsaa1html
Levels of Student Autonomy
Level II
Students research at the level of a closed inquiry and requires structure
Facets of research inquiry
A Students embark on inquiry and so determine a need for knowledge understanding B Students findgenerate needed information C Students critically evaluate information data and the process to findgenerateD Student organise information collectedgeneratedE Students synthesise and analyse and apply new knowledgeF Students communicate knowledge and understanding and the process used to generate them
Level I
Student researches at the level of a closed inquiry and requires a high degree of structureguidance
Level II
Student researches at the level of a closed inquiry and
requires some structureguidance
bull Identifies key ideas across several sources bull Significance of the paper is stated explicitly and is based on leads from or gaps in a limited number of references
httpwwwadelaideeduauclpdrsdcellsaa2html
Levels of Student Autonomy
Level III
Students research independently at the level of a closed inquiry
Facets of research inquiry
A Students embark on inquiry and so determine a need for knowledge understanding B Students findgenerate needed information C Students critically evaluate information data and the process to findgenerateD Student organise information collectedgeneratedE Students synthesise and analyse and apply new knowledgeF Students communicate knowledge and understanding and the process used to generate them
Level IStudent researches at the
level of a closed inquiry and requires a high degree of
structureguidance
Level IIStudent researches at the
level of a closed inquiry and requires some
structureguidance
Level IIIStudent researches
independently at the level of a closed inquiry
bull Significance of the paper is clearly stated and based on leads from or gaps in a substantial number of sources
httpwwwadelaideeduauclpdrsdcellsaa3html
Levels of Student Autonomy
Level IV
Students research at the level of an open enquiry within structured guidelines
Level I
Student researches at the level of a closed inquiry and
requires a high degree of structureguidance
Level II
Student researches at the level of a closed inquiry and
requires some structureguidance
Level III
Student researches independently at the level of
a closed inquiry
Level IV
Student researches at the level of an open enquiry
within structured guidelines
Facets of research inquiry
A Students embark on inquiry and so determine a need for knowledge understanding B Students findgenerate needed information C Students critically evaluate information data and the process to findgenerateD Student organise information collectedgeneratedE Students synthesise and analyse and apply new knowledgeF Students communicate knowledge and understanding and the process used to generate them
bull Aimshypothesis clear focussed and innovative
httpwwwadelaideeduauclpdrsdcellsaa4html
Levels of Student Autonomy
Level V
Students research at the level of an open inquiry within self-determined guidelines
Facets of research inquiry
A Students embark on inquiry and so determine a need for knowledge understanding B Students findgenerate needed information C Students critically evaluate information data and the process to findgenerateD Student organise information collectedgeneratedE Students synthesise and analyse and apply new knowledgeF Students communicate knowledge and understanding and the process used to generate them
Level I
Student researches at the level of a closed inquiry and requires a high degree of structureguidance
Level II
Student researches at the level of a closed inquiry and
requires some structureguidance
Level III
Student researches independently at the level of
a closed inquiry
Level IV
Student researches at the level of an open enquiry
within structured guidelines
Level V
Student researches at the level of an open enquiry within self-
determined guidelines
httpwwwadelaideeduauclpdrsdcellsaa5html
Dr John Willison
Centre for Learning and Professional Development
University of Adelaide
Locating the Development and Assessment of Studentsrsquo Research Skills in the Curriculum
A workshop for the Faculty of Business and EconomicsMonash University
2
Australian Learning and Teaching Council
Workshop Objectives
Develop collaboratively a plan of action for Research Skill Development in a specific course
Or Develop specific marking criteria for a
particular assessment task
Or Another RSD-based possibility that has come
to mind
- Developing and Assessing Studentsrsquo Research Skills in the Curriculum A seminar for the Faculty of Economics and Commerce University of Melbourne
- Overview
- Disciplines Involved in Trialling RSD
- Why Research Skill Development (RSD) in the curriculum
- Research Skill Development in Curriculum Design and Assessment
- Slide 6
- Slide 7
- Slide 8
- RSD Framework
- References
- Slide 12
- Slide 13
- Correlations between RSD Assessments 2005-2007
- Slide 15
- Correlations between RSD and pre-RSD Assessments 2003-2007
- Facets associated with research processes
- Levels of Student Autonomy
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Locating the Development and Assessment of Studentsrsquo Research Skills in the Curriculum A workshop for the Faculty of Business and Economics Monash University
- Workshop Objectives
-
Correlations between RSD Assessments 2005-2007
2005 2006 2007
O week vs Lit RSD 1
018n=98
013n=119
001n=138
O week vs Open Inquiry
016n=82
009n=97
004n=95
Lit RSD 1 vs Lit RSD 3
NA 014N=115
030n=121
Pwer = 095 p=005
Correlations between RSD Assessments 2005-2007
2005 2006 2007
Lit RSD 1 vs Open Inquiry
041n=82
Power = 099 p=005
030n=97
Power = 091 p=005
038n=95
Power = 096 p=005
Lit RSD 3 vs Open Inquiry
048n=79
(Power=098
plt001)
055n=97
(powergt0995 plt001)
057n=95
(powergt0995 plt001)
Correlations between RSD and pre-RSD Assessments 2003-2007
2003
(pre- RSD)
2004
(pre- RSD)
2005
(mid RSD)
2006 2007
Lit RSD 1 vs Open Inquiry
NA NA 041n=82
Power = 099
p=005
030n=97
Power = 091
p=005
038n=95
Power = 096
p=005
Lit RSD 3 vs Open Inquiry
020n= 104
Power 077
p lt 01
040n=117
Power 099
plt 001
048n=79
Powergt098
plt001
055n=97
powergt099
plt001
057n=95
powergt099
plt001
Facets associated with research processes
In researching students
A embark on an inquiry and so determine a need for knowledgeunderstanding
B findgenerate needed informationdata using appropriate methodology
C critically evaluate informationdata and the process to findgenerate
D organise information collectedgeneratedE synthesise and analyse and apply new knowledgeF communicate knowledge and the processes used to generate it
with an awareness of ethical social and cultural issues
(Willison amp OrsquoRegan 2007 based on Bundy 2004)
Levels of Student Autonomy
Level I
Students research at the level of a closed inquiry and require a high degree of structureguidance
Facets of research inquiry
A Students embark on inquiry and so determine a need for knowledge understanding
B Students findgenerate needed information
C Students critically evaluate information data and the process to findgenerate
D Student organise information collectedgenerated
E Students synthesise and analyse and apply new knowledge
F Students communicate knowledge and understanding and the process used to generate them
Level I
Student researches at the level of a closed
inquiry and requires a high degree of
structureguidance
bull Appropriately identifies key ideas from 1 source When using 2 or more sources identifies some peripheral or duplicated ideas as key
bull Significance of the paper is stated but not based on leads from or gaps in the literature httpwwwadelaideeduauclpdrsdcellsaa1html
Levels of Student Autonomy
Level II
Students research at the level of a closed inquiry and requires structure
Facets of research inquiry
A Students embark on inquiry and so determine a need for knowledge understanding B Students findgenerate needed information C Students critically evaluate information data and the process to findgenerateD Student organise information collectedgeneratedE Students synthesise and analyse and apply new knowledgeF Students communicate knowledge and understanding and the process used to generate them
Level I
Student researches at the level of a closed inquiry and requires a high degree of structureguidance
Level II
Student researches at the level of a closed inquiry and
requires some structureguidance
bull Identifies key ideas across several sources bull Significance of the paper is stated explicitly and is based on leads from or gaps in a limited number of references
httpwwwadelaideeduauclpdrsdcellsaa2html
Levels of Student Autonomy
Level III
Students research independently at the level of a closed inquiry
Facets of research inquiry
A Students embark on inquiry and so determine a need for knowledge understanding B Students findgenerate needed information C Students critically evaluate information data and the process to findgenerateD Student organise information collectedgeneratedE Students synthesise and analyse and apply new knowledgeF Students communicate knowledge and understanding and the process used to generate them
Level IStudent researches at the
level of a closed inquiry and requires a high degree of
structureguidance
Level IIStudent researches at the
level of a closed inquiry and requires some
structureguidance
Level IIIStudent researches
independently at the level of a closed inquiry
bull Significance of the paper is clearly stated and based on leads from or gaps in a substantial number of sources
httpwwwadelaideeduauclpdrsdcellsaa3html
Levels of Student Autonomy
Level IV
Students research at the level of an open enquiry within structured guidelines
Level I
Student researches at the level of a closed inquiry and
requires a high degree of structureguidance
Level II
Student researches at the level of a closed inquiry and
requires some structureguidance
Level III
Student researches independently at the level of
a closed inquiry
Level IV
Student researches at the level of an open enquiry
within structured guidelines
Facets of research inquiry
A Students embark on inquiry and so determine a need for knowledge understanding B Students findgenerate needed information C Students critically evaluate information data and the process to findgenerateD Student organise information collectedgeneratedE Students synthesise and analyse and apply new knowledgeF Students communicate knowledge and understanding and the process used to generate them
bull Aimshypothesis clear focussed and innovative
httpwwwadelaideeduauclpdrsdcellsaa4html
Levels of Student Autonomy
Level V
Students research at the level of an open inquiry within self-determined guidelines
Facets of research inquiry
A Students embark on inquiry and so determine a need for knowledge understanding B Students findgenerate needed information C Students critically evaluate information data and the process to findgenerateD Student organise information collectedgeneratedE Students synthesise and analyse and apply new knowledgeF Students communicate knowledge and understanding and the process used to generate them
Level I
Student researches at the level of a closed inquiry and requires a high degree of structureguidance
Level II
Student researches at the level of a closed inquiry and
requires some structureguidance
Level III
Student researches independently at the level of
a closed inquiry
Level IV
Student researches at the level of an open enquiry
within structured guidelines
Level V
Student researches at the level of an open enquiry within self-
determined guidelines
httpwwwadelaideeduauclpdrsdcellsaa5html
Dr John Willison
Centre for Learning and Professional Development
University of Adelaide
Locating the Development and Assessment of Studentsrsquo Research Skills in the Curriculum
A workshop for the Faculty of Business and EconomicsMonash University
2
Australian Learning and Teaching Council
Workshop Objectives
Develop collaboratively a plan of action for Research Skill Development in a specific course
Or Develop specific marking criteria for a
particular assessment task
Or Another RSD-based possibility that has come
to mind
- Developing and Assessing Studentsrsquo Research Skills in the Curriculum A seminar for the Faculty of Economics and Commerce University of Melbourne
- Overview
- Disciplines Involved in Trialling RSD
- Why Research Skill Development (RSD) in the curriculum
- Research Skill Development in Curriculum Design and Assessment
- Slide 6
- Slide 7
- Slide 8
- RSD Framework
- References
- Slide 12
- Slide 13
- Correlations between RSD Assessments 2005-2007
- Slide 15
- Correlations between RSD and pre-RSD Assessments 2003-2007
- Facets associated with research processes
- Levels of Student Autonomy
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Locating the Development and Assessment of Studentsrsquo Research Skills in the Curriculum A workshop for the Faculty of Business and Economics Monash University
- Workshop Objectives
-
Correlations between RSD Assessments 2005-2007
2005 2006 2007
Lit RSD 1 vs Open Inquiry
041n=82
Power = 099 p=005
030n=97
Power = 091 p=005
038n=95
Power = 096 p=005
Lit RSD 3 vs Open Inquiry
048n=79
(Power=098
plt001)
055n=97
(powergt0995 plt001)
057n=95
(powergt0995 plt001)
Correlations between RSD and pre-RSD Assessments 2003-2007
2003
(pre- RSD)
2004
(pre- RSD)
2005
(mid RSD)
2006 2007
Lit RSD 1 vs Open Inquiry
NA NA 041n=82
Power = 099
p=005
030n=97
Power = 091
p=005
038n=95
Power = 096
p=005
Lit RSD 3 vs Open Inquiry
020n= 104
Power 077
p lt 01
040n=117
Power 099
plt 001
048n=79
Powergt098
plt001
055n=97
powergt099
plt001
057n=95
powergt099
plt001
Facets associated with research processes
In researching students
A embark on an inquiry and so determine a need for knowledgeunderstanding
B findgenerate needed informationdata using appropriate methodology
C critically evaluate informationdata and the process to findgenerate
D organise information collectedgeneratedE synthesise and analyse and apply new knowledgeF communicate knowledge and the processes used to generate it
with an awareness of ethical social and cultural issues
(Willison amp OrsquoRegan 2007 based on Bundy 2004)
Levels of Student Autonomy
Level I
Students research at the level of a closed inquiry and require a high degree of structureguidance
Facets of research inquiry
A Students embark on inquiry and so determine a need for knowledge understanding
B Students findgenerate needed information
C Students critically evaluate information data and the process to findgenerate
D Student organise information collectedgenerated
E Students synthesise and analyse and apply new knowledge
F Students communicate knowledge and understanding and the process used to generate them
Level I
Student researches at the level of a closed
inquiry and requires a high degree of
structureguidance
bull Appropriately identifies key ideas from 1 source When using 2 or more sources identifies some peripheral or duplicated ideas as key
bull Significance of the paper is stated but not based on leads from or gaps in the literature httpwwwadelaideeduauclpdrsdcellsaa1html
Levels of Student Autonomy
Level II
Students research at the level of a closed inquiry and requires structure
Facets of research inquiry
A Students embark on inquiry and so determine a need for knowledge understanding B Students findgenerate needed information C Students critically evaluate information data and the process to findgenerateD Student organise information collectedgeneratedE Students synthesise and analyse and apply new knowledgeF Students communicate knowledge and understanding and the process used to generate them
Level I
Student researches at the level of a closed inquiry and requires a high degree of structureguidance
Level II
Student researches at the level of a closed inquiry and
requires some structureguidance
bull Identifies key ideas across several sources bull Significance of the paper is stated explicitly and is based on leads from or gaps in a limited number of references
httpwwwadelaideeduauclpdrsdcellsaa2html
Levels of Student Autonomy
Level III
Students research independently at the level of a closed inquiry
Facets of research inquiry
A Students embark on inquiry and so determine a need for knowledge understanding B Students findgenerate needed information C Students critically evaluate information data and the process to findgenerateD Student organise information collectedgeneratedE Students synthesise and analyse and apply new knowledgeF Students communicate knowledge and understanding and the process used to generate them
Level IStudent researches at the
level of a closed inquiry and requires a high degree of
structureguidance
Level IIStudent researches at the
level of a closed inquiry and requires some
structureguidance
Level IIIStudent researches
independently at the level of a closed inquiry
bull Significance of the paper is clearly stated and based on leads from or gaps in a substantial number of sources
httpwwwadelaideeduauclpdrsdcellsaa3html
Levels of Student Autonomy
Level IV
Students research at the level of an open enquiry within structured guidelines
Level I
Student researches at the level of a closed inquiry and
requires a high degree of structureguidance
Level II
Student researches at the level of a closed inquiry and
requires some structureguidance
Level III
Student researches independently at the level of
a closed inquiry
Level IV
Student researches at the level of an open enquiry
within structured guidelines
Facets of research inquiry
A Students embark on inquiry and so determine a need for knowledge understanding B Students findgenerate needed information C Students critically evaluate information data and the process to findgenerateD Student organise information collectedgeneratedE Students synthesise and analyse and apply new knowledgeF Students communicate knowledge and understanding and the process used to generate them
bull Aimshypothesis clear focussed and innovative
httpwwwadelaideeduauclpdrsdcellsaa4html
Levels of Student Autonomy
Level V
Students research at the level of an open inquiry within self-determined guidelines
Facets of research inquiry
A Students embark on inquiry and so determine a need for knowledge understanding B Students findgenerate needed information C Students critically evaluate information data and the process to findgenerateD Student organise information collectedgeneratedE Students synthesise and analyse and apply new knowledgeF Students communicate knowledge and understanding and the process used to generate them
Level I
Student researches at the level of a closed inquiry and requires a high degree of structureguidance
Level II
Student researches at the level of a closed inquiry and
requires some structureguidance
Level III
Student researches independently at the level of
a closed inquiry
Level IV
Student researches at the level of an open enquiry
within structured guidelines
Level V
Student researches at the level of an open enquiry within self-
determined guidelines
httpwwwadelaideeduauclpdrsdcellsaa5html
Dr John Willison
Centre for Learning and Professional Development
University of Adelaide
Locating the Development and Assessment of Studentsrsquo Research Skills in the Curriculum
A workshop for the Faculty of Business and EconomicsMonash University
2
Australian Learning and Teaching Council
Workshop Objectives
Develop collaboratively a plan of action for Research Skill Development in a specific course
Or Develop specific marking criteria for a
particular assessment task
Or Another RSD-based possibility that has come
to mind
- Developing and Assessing Studentsrsquo Research Skills in the Curriculum A seminar for the Faculty of Economics and Commerce University of Melbourne
- Overview
- Disciplines Involved in Trialling RSD
- Why Research Skill Development (RSD) in the curriculum
- Research Skill Development in Curriculum Design and Assessment
- Slide 6
- Slide 7
- Slide 8
- RSD Framework
- References
- Slide 12
- Slide 13
- Correlations between RSD Assessments 2005-2007
- Slide 15
- Correlations between RSD and pre-RSD Assessments 2003-2007
- Facets associated with research processes
- Levels of Student Autonomy
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Locating the Development and Assessment of Studentsrsquo Research Skills in the Curriculum A workshop for the Faculty of Business and Economics Monash University
- Workshop Objectives
-
Correlations between RSD and pre-RSD Assessments 2003-2007
2003
(pre- RSD)
2004
(pre- RSD)
2005
(mid RSD)
2006 2007
Lit RSD 1 vs Open Inquiry
NA NA 041n=82
Power = 099
p=005
030n=97
Power = 091
p=005
038n=95
Power = 096
p=005
Lit RSD 3 vs Open Inquiry
020n= 104
Power 077
p lt 01
040n=117
Power 099
plt 001
048n=79
Powergt098
plt001
055n=97
powergt099
plt001
057n=95
powergt099
plt001
Facets associated with research processes
In researching students
A embark on an inquiry and so determine a need for knowledgeunderstanding
B findgenerate needed informationdata using appropriate methodology
C critically evaluate informationdata and the process to findgenerate
D organise information collectedgeneratedE synthesise and analyse and apply new knowledgeF communicate knowledge and the processes used to generate it
with an awareness of ethical social and cultural issues
(Willison amp OrsquoRegan 2007 based on Bundy 2004)
Levels of Student Autonomy
Level I
Students research at the level of a closed inquiry and require a high degree of structureguidance
Facets of research inquiry
A Students embark on inquiry and so determine a need for knowledge understanding
B Students findgenerate needed information
C Students critically evaluate information data and the process to findgenerate
D Student organise information collectedgenerated
E Students synthesise and analyse and apply new knowledge
F Students communicate knowledge and understanding and the process used to generate them
Level I
Student researches at the level of a closed
inquiry and requires a high degree of
structureguidance
bull Appropriately identifies key ideas from 1 source When using 2 or more sources identifies some peripheral or duplicated ideas as key
bull Significance of the paper is stated but not based on leads from or gaps in the literature httpwwwadelaideeduauclpdrsdcellsaa1html
Levels of Student Autonomy
Level II
Students research at the level of a closed inquiry and requires structure
Facets of research inquiry
A Students embark on inquiry and so determine a need for knowledge understanding B Students findgenerate needed information C Students critically evaluate information data and the process to findgenerateD Student organise information collectedgeneratedE Students synthesise and analyse and apply new knowledgeF Students communicate knowledge and understanding and the process used to generate them
Level I
Student researches at the level of a closed inquiry and requires a high degree of structureguidance
Level II
Student researches at the level of a closed inquiry and
requires some structureguidance
bull Identifies key ideas across several sources bull Significance of the paper is stated explicitly and is based on leads from or gaps in a limited number of references
httpwwwadelaideeduauclpdrsdcellsaa2html
Levels of Student Autonomy
Level III
Students research independently at the level of a closed inquiry
Facets of research inquiry
A Students embark on inquiry and so determine a need for knowledge understanding B Students findgenerate needed information C Students critically evaluate information data and the process to findgenerateD Student organise information collectedgeneratedE Students synthesise and analyse and apply new knowledgeF Students communicate knowledge and understanding and the process used to generate them
Level IStudent researches at the
level of a closed inquiry and requires a high degree of
structureguidance
Level IIStudent researches at the
level of a closed inquiry and requires some
structureguidance
Level IIIStudent researches
independently at the level of a closed inquiry
bull Significance of the paper is clearly stated and based on leads from or gaps in a substantial number of sources
httpwwwadelaideeduauclpdrsdcellsaa3html
Levels of Student Autonomy
Level IV
Students research at the level of an open enquiry within structured guidelines
Level I
Student researches at the level of a closed inquiry and
requires a high degree of structureguidance
Level II
Student researches at the level of a closed inquiry and
requires some structureguidance
Level III
Student researches independently at the level of
a closed inquiry
Level IV
Student researches at the level of an open enquiry
within structured guidelines
Facets of research inquiry
A Students embark on inquiry and so determine a need for knowledge understanding B Students findgenerate needed information C Students critically evaluate information data and the process to findgenerateD Student organise information collectedgeneratedE Students synthesise and analyse and apply new knowledgeF Students communicate knowledge and understanding and the process used to generate them
bull Aimshypothesis clear focussed and innovative
httpwwwadelaideeduauclpdrsdcellsaa4html
Levels of Student Autonomy
Level V
Students research at the level of an open inquiry within self-determined guidelines
Facets of research inquiry
A Students embark on inquiry and so determine a need for knowledge understanding B Students findgenerate needed information C Students critically evaluate information data and the process to findgenerateD Student organise information collectedgeneratedE Students synthesise and analyse and apply new knowledgeF Students communicate knowledge and understanding and the process used to generate them
Level I
Student researches at the level of a closed inquiry and requires a high degree of structureguidance
Level II
Student researches at the level of a closed inquiry and
requires some structureguidance
Level III
Student researches independently at the level of
a closed inquiry
Level IV
Student researches at the level of an open enquiry
within structured guidelines
Level V
Student researches at the level of an open enquiry within self-
determined guidelines
httpwwwadelaideeduauclpdrsdcellsaa5html
Dr John Willison
Centre for Learning and Professional Development
University of Adelaide
Locating the Development and Assessment of Studentsrsquo Research Skills in the Curriculum
A workshop for the Faculty of Business and EconomicsMonash University
2
Australian Learning and Teaching Council
Workshop Objectives
Develop collaboratively a plan of action for Research Skill Development in a specific course
Or Develop specific marking criteria for a
particular assessment task
Or Another RSD-based possibility that has come
to mind
- Developing and Assessing Studentsrsquo Research Skills in the Curriculum A seminar for the Faculty of Economics and Commerce University of Melbourne
- Overview
- Disciplines Involved in Trialling RSD
- Why Research Skill Development (RSD) in the curriculum
- Research Skill Development in Curriculum Design and Assessment
- Slide 6
- Slide 7
- Slide 8
- RSD Framework
- References
- Slide 12
- Slide 13
- Correlations between RSD Assessments 2005-2007
- Slide 15
- Correlations between RSD and pre-RSD Assessments 2003-2007
- Facets associated with research processes
- Levels of Student Autonomy
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Locating the Development and Assessment of Studentsrsquo Research Skills in the Curriculum A workshop for the Faculty of Business and Economics Monash University
- Workshop Objectives
-
Facets associated with research processes
In researching students
A embark on an inquiry and so determine a need for knowledgeunderstanding
B findgenerate needed informationdata using appropriate methodology
C critically evaluate informationdata and the process to findgenerate
D organise information collectedgeneratedE synthesise and analyse and apply new knowledgeF communicate knowledge and the processes used to generate it
with an awareness of ethical social and cultural issues
(Willison amp OrsquoRegan 2007 based on Bundy 2004)
Levels of Student Autonomy
Level I
Students research at the level of a closed inquiry and require a high degree of structureguidance
Facets of research inquiry
A Students embark on inquiry and so determine a need for knowledge understanding
B Students findgenerate needed information
C Students critically evaluate information data and the process to findgenerate
D Student organise information collectedgenerated
E Students synthesise and analyse and apply new knowledge
F Students communicate knowledge and understanding and the process used to generate them
Level I
Student researches at the level of a closed
inquiry and requires a high degree of
structureguidance
bull Appropriately identifies key ideas from 1 source When using 2 or more sources identifies some peripheral or duplicated ideas as key
bull Significance of the paper is stated but not based on leads from or gaps in the literature httpwwwadelaideeduauclpdrsdcellsaa1html
Levels of Student Autonomy
Level II
Students research at the level of a closed inquiry and requires structure
Facets of research inquiry
A Students embark on inquiry and so determine a need for knowledge understanding B Students findgenerate needed information C Students critically evaluate information data and the process to findgenerateD Student organise information collectedgeneratedE Students synthesise and analyse and apply new knowledgeF Students communicate knowledge and understanding and the process used to generate them
Level I
Student researches at the level of a closed inquiry and requires a high degree of structureguidance
Level II
Student researches at the level of a closed inquiry and
requires some structureguidance
bull Identifies key ideas across several sources bull Significance of the paper is stated explicitly and is based on leads from or gaps in a limited number of references
httpwwwadelaideeduauclpdrsdcellsaa2html
Levels of Student Autonomy
Level III
Students research independently at the level of a closed inquiry
Facets of research inquiry
A Students embark on inquiry and so determine a need for knowledge understanding B Students findgenerate needed information C Students critically evaluate information data and the process to findgenerateD Student organise information collectedgeneratedE Students synthesise and analyse and apply new knowledgeF Students communicate knowledge and understanding and the process used to generate them
Level IStudent researches at the
level of a closed inquiry and requires a high degree of
structureguidance
Level IIStudent researches at the
level of a closed inquiry and requires some
structureguidance
Level IIIStudent researches
independently at the level of a closed inquiry
bull Significance of the paper is clearly stated and based on leads from or gaps in a substantial number of sources
httpwwwadelaideeduauclpdrsdcellsaa3html
Levels of Student Autonomy
Level IV
Students research at the level of an open enquiry within structured guidelines
Level I
Student researches at the level of a closed inquiry and
requires a high degree of structureguidance
Level II
Student researches at the level of a closed inquiry and
requires some structureguidance
Level III
Student researches independently at the level of
a closed inquiry
Level IV
Student researches at the level of an open enquiry
within structured guidelines
Facets of research inquiry
A Students embark on inquiry and so determine a need for knowledge understanding B Students findgenerate needed information C Students critically evaluate information data and the process to findgenerateD Student organise information collectedgeneratedE Students synthesise and analyse and apply new knowledgeF Students communicate knowledge and understanding and the process used to generate them
bull Aimshypothesis clear focussed and innovative
httpwwwadelaideeduauclpdrsdcellsaa4html
Levels of Student Autonomy
Level V
Students research at the level of an open inquiry within self-determined guidelines
Facets of research inquiry
A Students embark on inquiry and so determine a need for knowledge understanding B Students findgenerate needed information C Students critically evaluate information data and the process to findgenerateD Student organise information collectedgeneratedE Students synthesise and analyse and apply new knowledgeF Students communicate knowledge and understanding and the process used to generate them
Level I
Student researches at the level of a closed inquiry and requires a high degree of structureguidance
Level II
Student researches at the level of a closed inquiry and
requires some structureguidance
Level III
Student researches independently at the level of
a closed inquiry
Level IV
Student researches at the level of an open enquiry
within structured guidelines
Level V
Student researches at the level of an open enquiry within self-
determined guidelines
httpwwwadelaideeduauclpdrsdcellsaa5html
Dr John Willison
Centre for Learning and Professional Development
University of Adelaide
Locating the Development and Assessment of Studentsrsquo Research Skills in the Curriculum
A workshop for the Faculty of Business and EconomicsMonash University
2
Australian Learning and Teaching Council
Workshop Objectives
Develop collaboratively a plan of action for Research Skill Development in a specific course
Or Develop specific marking criteria for a
particular assessment task
Or Another RSD-based possibility that has come
to mind
- Developing and Assessing Studentsrsquo Research Skills in the Curriculum A seminar for the Faculty of Economics and Commerce University of Melbourne
- Overview
- Disciplines Involved in Trialling RSD
- Why Research Skill Development (RSD) in the curriculum
- Research Skill Development in Curriculum Design and Assessment
- Slide 6
- Slide 7
- Slide 8
- RSD Framework
- References
- Slide 12
- Slide 13
- Correlations between RSD Assessments 2005-2007
- Slide 15
- Correlations between RSD and pre-RSD Assessments 2003-2007
- Facets associated with research processes
- Levels of Student Autonomy
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Locating the Development and Assessment of Studentsrsquo Research Skills in the Curriculum A workshop for the Faculty of Business and Economics Monash University
- Workshop Objectives
-
Levels of Student Autonomy
Level I
Students research at the level of a closed inquiry and require a high degree of structureguidance
Facets of research inquiry
A Students embark on inquiry and so determine a need for knowledge understanding
B Students findgenerate needed information
C Students critically evaluate information data and the process to findgenerate
D Student organise information collectedgenerated
E Students synthesise and analyse and apply new knowledge
F Students communicate knowledge and understanding and the process used to generate them
Level I
Student researches at the level of a closed
inquiry and requires a high degree of
structureguidance
bull Appropriately identifies key ideas from 1 source When using 2 or more sources identifies some peripheral or duplicated ideas as key
bull Significance of the paper is stated but not based on leads from or gaps in the literature httpwwwadelaideeduauclpdrsdcellsaa1html
Levels of Student Autonomy
Level II
Students research at the level of a closed inquiry and requires structure
Facets of research inquiry
A Students embark on inquiry and so determine a need for knowledge understanding B Students findgenerate needed information C Students critically evaluate information data and the process to findgenerateD Student organise information collectedgeneratedE Students synthesise and analyse and apply new knowledgeF Students communicate knowledge and understanding and the process used to generate them
Level I
Student researches at the level of a closed inquiry and requires a high degree of structureguidance
Level II
Student researches at the level of a closed inquiry and
requires some structureguidance
bull Identifies key ideas across several sources bull Significance of the paper is stated explicitly and is based on leads from or gaps in a limited number of references
httpwwwadelaideeduauclpdrsdcellsaa2html
Levels of Student Autonomy
Level III
Students research independently at the level of a closed inquiry
Facets of research inquiry
A Students embark on inquiry and so determine a need for knowledge understanding B Students findgenerate needed information C Students critically evaluate information data and the process to findgenerateD Student organise information collectedgeneratedE Students synthesise and analyse and apply new knowledgeF Students communicate knowledge and understanding and the process used to generate them
Level IStudent researches at the
level of a closed inquiry and requires a high degree of
structureguidance
Level IIStudent researches at the
level of a closed inquiry and requires some
structureguidance
Level IIIStudent researches
independently at the level of a closed inquiry
bull Significance of the paper is clearly stated and based on leads from or gaps in a substantial number of sources
httpwwwadelaideeduauclpdrsdcellsaa3html
Levels of Student Autonomy
Level IV
Students research at the level of an open enquiry within structured guidelines
Level I
Student researches at the level of a closed inquiry and
requires a high degree of structureguidance
Level II
Student researches at the level of a closed inquiry and
requires some structureguidance
Level III
Student researches independently at the level of
a closed inquiry
Level IV
Student researches at the level of an open enquiry
within structured guidelines
Facets of research inquiry
A Students embark on inquiry and so determine a need for knowledge understanding B Students findgenerate needed information C Students critically evaluate information data and the process to findgenerateD Student organise information collectedgeneratedE Students synthesise and analyse and apply new knowledgeF Students communicate knowledge and understanding and the process used to generate them
bull Aimshypothesis clear focussed and innovative
httpwwwadelaideeduauclpdrsdcellsaa4html
Levels of Student Autonomy
Level V
Students research at the level of an open inquiry within self-determined guidelines
Facets of research inquiry
A Students embark on inquiry and so determine a need for knowledge understanding B Students findgenerate needed information C Students critically evaluate information data and the process to findgenerateD Student organise information collectedgeneratedE Students synthesise and analyse and apply new knowledgeF Students communicate knowledge and understanding and the process used to generate them
Level I
Student researches at the level of a closed inquiry and requires a high degree of structureguidance
Level II
Student researches at the level of a closed inquiry and
requires some structureguidance
Level III
Student researches independently at the level of
a closed inquiry
Level IV
Student researches at the level of an open enquiry
within structured guidelines
Level V
Student researches at the level of an open enquiry within self-
determined guidelines
httpwwwadelaideeduauclpdrsdcellsaa5html
Dr John Willison
Centre for Learning and Professional Development
University of Adelaide
Locating the Development and Assessment of Studentsrsquo Research Skills in the Curriculum
A workshop for the Faculty of Business and EconomicsMonash University
2
Australian Learning and Teaching Council
Workshop Objectives
Develop collaboratively a plan of action for Research Skill Development in a specific course
Or Develop specific marking criteria for a
particular assessment task
Or Another RSD-based possibility that has come
to mind
- Developing and Assessing Studentsrsquo Research Skills in the Curriculum A seminar for the Faculty of Economics and Commerce University of Melbourne
- Overview
- Disciplines Involved in Trialling RSD
- Why Research Skill Development (RSD) in the curriculum
- Research Skill Development in Curriculum Design and Assessment
- Slide 6
- Slide 7
- Slide 8
- RSD Framework
- References
- Slide 12
- Slide 13
- Correlations between RSD Assessments 2005-2007
- Slide 15
- Correlations between RSD and pre-RSD Assessments 2003-2007
- Facets associated with research processes
- Levels of Student Autonomy
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Locating the Development and Assessment of Studentsrsquo Research Skills in the Curriculum A workshop for the Faculty of Business and Economics Monash University
- Workshop Objectives
-
Levels of Student Autonomy
Level II
Students research at the level of a closed inquiry and requires structure
Facets of research inquiry
A Students embark on inquiry and so determine a need for knowledge understanding B Students findgenerate needed information C Students critically evaluate information data and the process to findgenerateD Student organise information collectedgeneratedE Students synthesise and analyse and apply new knowledgeF Students communicate knowledge and understanding and the process used to generate them
Level I
Student researches at the level of a closed inquiry and requires a high degree of structureguidance
Level II
Student researches at the level of a closed inquiry and
requires some structureguidance
bull Identifies key ideas across several sources bull Significance of the paper is stated explicitly and is based on leads from or gaps in a limited number of references
httpwwwadelaideeduauclpdrsdcellsaa2html
Levels of Student Autonomy
Level III
Students research independently at the level of a closed inquiry
Facets of research inquiry
A Students embark on inquiry and so determine a need for knowledge understanding B Students findgenerate needed information C Students critically evaluate information data and the process to findgenerateD Student organise information collectedgeneratedE Students synthesise and analyse and apply new knowledgeF Students communicate knowledge and understanding and the process used to generate them
Level IStudent researches at the
level of a closed inquiry and requires a high degree of
structureguidance
Level IIStudent researches at the
level of a closed inquiry and requires some
structureguidance
Level IIIStudent researches
independently at the level of a closed inquiry
bull Significance of the paper is clearly stated and based on leads from or gaps in a substantial number of sources
httpwwwadelaideeduauclpdrsdcellsaa3html
Levels of Student Autonomy
Level IV
Students research at the level of an open enquiry within structured guidelines
Level I
Student researches at the level of a closed inquiry and
requires a high degree of structureguidance
Level II
Student researches at the level of a closed inquiry and
requires some structureguidance
Level III
Student researches independently at the level of
a closed inquiry
Level IV
Student researches at the level of an open enquiry
within structured guidelines
Facets of research inquiry
A Students embark on inquiry and so determine a need for knowledge understanding B Students findgenerate needed information C Students critically evaluate information data and the process to findgenerateD Student organise information collectedgeneratedE Students synthesise and analyse and apply new knowledgeF Students communicate knowledge and understanding and the process used to generate them
bull Aimshypothesis clear focussed and innovative
httpwwwadelaideeduauclpdrsdcellsaa4html
Levels of Student Autonomy
Level V
Students research at the level of an open inquiry within self-determined guidelines
Facets of research inquiry
A Students embark on inquiry and so determine a need for knowledge understanding B Students findgenerate needed information C Students critically evaluate information data and the process to findgenerateD Student organise information collectedgeneratedE Students synthesise and analyse and apply new knowledgeF Students communicate knowledge and understanding and the process used to generate them
Level I
Student researches at the level of a closed inquiry and requires a high degree of structureguidance
Level II
Student researches at the level of a closed inquiry and
requires some structureguidance
Level III
Student researches independently at the level of
a closed inquiry
Level IV
Student researches at the level of an open enquiry
within structured guidelines
Level V
Student researches at the level of an open enquiry within self-
determined guidelines
httpwwwadelaideeduauclpdrsdcellsaa5html
Dr John Willison
Centre for Learning and Professional Development
University of Adelaide
Locating the Development and Assessment of Studentsrsquo Research Skills in the Curriculum
A workshop for the Faculty of Business and EconomicsMonash University
2
Australian Learning and Teaching Council
Workshop Objectives
Develop collaboratively a plan of action for Research Skill Development in a specific course
Or Develop specific marking criteria for a
particular assessment task
Or Another RSD-based possibility that has come
to mind
- Developing and Assessing Studentsrsquo Research Skills in the Curriculum A seminar for the Faculty of Economics and Commerce University of Melbourne
- Overview
- Disciplines Involved in Trialling RSD
- Why Research Skill Development (RSD) in the curriculum
- Research Skill Development in Curriculum Design and Assessment
- Slide 6
- Slide 7
- Slide 8
- RSD Framework
- References
- Slide 12
- Slide 13
- Correlations between RSD Assessments 2005-2007
- Slide 15
- Correlations between RSD and pre-RSD Assessments 2003-2007
- Facets associated with research processes
- Levels of Student Autonomy
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Locating the Development and Assessment of Studentsrsquo Research Skills in the Curriculum A workshop for the Faculty of Business and Economics Monash University
- Workshop Objectives
-
Levels of Student Autonomy
Level III
Students research independently at the level of a closed inquiry
Facets of research inquiry
A Students embark on inquiry and so determine a need for knowledge understanding B Students findgenerate needed information C Students critically evaluate information data and the process to findgenerateD Student organise information collectedgeneratedE Students synthesise and analyse and apply new knowledgeF Students communicate knowledge and understanding and the process used to generate them
Level IStudent researches at the
level of a closed inquiry and requires a high degree of
structureguidance
Level IIStudent researches at the
level of a closed inquiry and requires some
structureguidance
Level IIIStudent researches
independently at the level of a closed inquiry
bull Significance of the paper is clearly stated and based on leads from or gaps in a substantial number of sources
httpwwwadelaideeduauclpdrsdcellsaa3html
Levels of Student Autonomy
Level IV
Students research at the level of an open enquiry within structured guidelines
Level I
Student researches at the level of a closed inquiry and
requires a high degree of structureguidance
Level II
Student researches at the level of a closed inquiry and
requires some structureguidance
Level III
Student researches independently at the level of
a closed inquiry
Level IV
Student researches at the level of an open enquiry
within structured guidelines
Facets of research inquiry
A Students embark on inquiry and so determine a need for knowledge understanding B Students findgenerate needed information C Students critically evaluate information data and the process to findgenerateD Student organise information collectedgeneratedE Students synthesise and analyse and apply new knowledgeF Students communicate knowledge and understanding and the process used to generate them
bull Aimshypothesis clear focussed and innovative
httpwwwadelaideeduauclpdrsdcellsaa4html
Levels of Student Autonomy
Level V
Students research at the level of an open inquiry within self-determined guidelines
Facets of research inquiry
A Students embark on inquiry and so determine a need for knowledge understanding B Students findgenerate needed information C Students critically evaluate information data and the process to findgenerateD Student organise information collectedgeneratedE Students synthesise and analyse and apply new knowledgeF Students communicate knowledge and understanding and the process used to generate them
Level I
Student researches at the level of a closed inquiry and requires a high degree of structureguidance
Level II
Student researches at the level of a closed inquiry and
requires some structureguidance
Level III
Student researches independently at the level of
a closed inquiry
Level IV
Student researches at the level of an open enquiry
within structured guidelines
Level V
Student researches at the level of an open enquiry within self-
determined guidelines
httpwwwadelaideeduauclpdrsdcellsaa5html
Dr John Willison
Centre for Learning and Professional Development
University of Adelaide
Locating the Development and Assessment of Studentsrsquo Research Skills in the Curriculum
A workshop for the Faculty of Business and EconomicsMonash University
2
Australian Learning and Teaching Council
Workshop Objectives
Develop collaboratively a plan of action for Research Skill Development in a specific course
Or Develop specific marking criteria for a
particular assessment task
Or Another RSD-based possibility that has come
to mind
- Developing and Assessing Studentsrsquo Research Skills in the Curriculum A seminar for the Faculty of Economics and Commerce University of Melbourne
- Overview
- Disciplines Involved in Trialling RSD
- Why Research Skill Development (RSD) in the curriculum
- Research Skill Development in Curriculum Design and Assessment
- Slide 6
- Slide 7
- Slide 8
- RSD Framework
- References
- Slide 12
- Slide 13
- Correlations between RSD Assessments 2005-2007
- Slide 15
- Correlations between RSD and pre-RSD Assessments 2003-2007
- Facets associated with research processes
- Levels of Student Autonomy
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Locating the Development and Assessment of Studentsrsquo Research Skills in the Curriculum A workshop for the Faculty of Business and Economics Monash University
- Workshop Objectives
-
Levels of Student Autonomy
Level IV
Students research at the level of an open enquiry within structured guidelines
Level I
Student researches at the level of a closed inquiry and
requires a high degree of structureguidance
Level II
Student researches at the level of a closed inquiry and
requires some structureguidance
Level III
Student researches independently at the level of
a closed inquiry
Level IV
Student researches at the level of an open enquiry
within structured guidelines
Facets of research inquiry
A Students embark on inquiry and so determine a need for knowledge understanding B Students findgenerate needed information C Students critically evaluate information data and the process to findgenerateD Student organise information collectedgeneratedE Students synthesise and analyse and apply new knowledgeF Students communicate knowledge and understanding and the process used to generate them
bull Aimshypothesis clear focussed and innovative
httpwwwadelaideeduauclpdrsdcellsaa4html
Levels of Student Autonomy
Level V
Students research at the level of an open inquiry within self-determined guidelines
Facets of research inquiry
A Students embark on inquiry and so determine a need for knowledge understanding B Students findgenerate needed information C Students critically evaluate information data and the process to findgenerateD Student organise information collectedgeneratedE Students synthesise and analyse and apply new knowledgeF Students communicate knowledge and understanding and the process used to generate them
Level I
Student researches at the level of a closed inquiry and requires a high degree of structureguidance
Level II
Student researches at the level of a closed inquiry and
requires some structureguidance
Level III
Student researches independently at the level of
a closed inquiry
Level IV
Student researches at the level of an open enquiry
within structured guidelines
Level V
Student researches at the level of an open enquiry within self-
determined guidelines
httpwwwadelaideeduauclpdrsdcellsaa5html
Dr John Willison
Centre for Learning and Professional Development
University of Adelaide
Locating the Development and Assessment of Studentsrsquo Research Skills in the Curriculum
A workshop for the Faculty of Business and EconomicsMonash University
2
Australian Learning and Teaching Council
Workshop Objectives
Develop collaboratively a plan of action for Research Skill Development in a specific course
Or Develop specific marking criteria for a
particular assessment task
Or Another RSD-based possibility that has come
to mind
- Developing and Assessing Studentsrsquo Research Skills in the Curriculum A seminar for the Faculty of Economics and Commerce University of Melbourne
- Overview
- Disciplines Involved in Trialling RSD
- Why Research Skill Development (RSD) in the curriculum
- Research Skill Development in Curriculum Design and Assessment
- Slide 6
- Slide 7
- Slide 8
- RSD Framework
- References
- Slide 12
- Slide 13
- Correlations between RSD Assessments 2005-2007
- Slide 15
- Correlations between RSD and pre-RSD Assessments 2003-2007
- Facets associated with research processes
- Levels of Student Autonomy
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Locating the Development and Assessment of Studentsrsquo Research Skills in the Curriculum A workshop for the Faculty of Business and Economics Monash University
- Workshop Objectives
-
Levels of Student Autonomy
Level V
Students research at the level of an open inquiry within self-determined guidelines
Facets of research inquiry
A Students embark on inquiry and so determine a need for knowledge understanding B Students findgenerate needed information C Students critically evaluate information data and the process to findgenerateD Student organise information collectedgeneratedE Students synthesise and analyse and apply new knowledgeF Students communicate knowledge and understanding and the process used to generate them
Level I
Student researches at the level of a closed inquiry and requires a high degree of structureguidance
Level II
Student researches at the level of a closed inquiry and
requires some structureguidance
Level III
Student researches independently at the level of
a closed inquiry
Level IV
Student researches at the level of an open enquiry
within structured guidelines
Level V
Student researches at the level of an open enquiry within self-
determined guidelines
httpwwwadelaideeduauclpdrsdcellsaa5html
Dr John Willison
Centre for Learning and Professional Development
University of Adelaide
Locating the Development and Assessment of Studentsrsquo Research Skills in the Curriculum
A workshop for the Faculty of Business and EconomicsMonash University
2
Australian Learning and Teaching Council
Workshop Objectives
Develop collaboratively a plan of action for Research Skill Development in a specific course
Or Develop specific marking criteria for a
particular assessment task
Or Another RSD-based possibility that has come
to mind
- Developing and Assessing Studentsrsquo Research Skills in the Curriculum A seminar for the Faculty of Economics and Commerce University of Melbourne
- Overview
- Disciplines Involved in Trialling RSD
- Why Research Skill Development (RSD) in the curriculum
- Research Skill Development in Curriculum Design and Assessment
- Slide 6
- Slide 7
- Slide 8
- RSD Framework
- References
- Slide 12
- Slide 13
- Correlations between RSD Assessments 2005-2007
- Slide 15
- Correlations between RSD and pre-RSD Assessments 2003-2007
- Facets associated with research processes
- Levels of Student Autonomy
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Locating the Development and Assessment of Studentsrsquo Research Skills in the Curriculum A workshop for the Faculty of Business and Economics Monash University
- Workshop Objectives
-
Dr John Willison
Centre for Learning and Professional Development
University of Adelaide
Locating the Development and Assessment of Studentsrsquo Research Skills in the Curriculum
A workshop for the Faculty of Business and EconomicsMonash University
2
Australian Learning and Teaching Council
Workshop Objectives
Develop collaboratively a plan of action for Research Skill Development in a specific course
Or Develop specific marking criteria for a
particular assessment task
Or Another RSD-based possibility that has come
to mind
- Developing and Assessing Studentsrsquo Research Skills in the Curriculum A seminar for the Faculty of Economics and Commerce University of Melbourne
- Overview
- Disciplines Involved in Trialling RSD
- Why Research Skill Development (RSD) in the curriculum
- Research Skill Development in Curriculum Design and Assessment
- Slide 6
- Slide 7
- Slide 8
- RSD Framework
- References
- Slide 12
- Slide 13
- Correlations between RSD Assessments 2005-2007
- Slide 15
- Correlations between RSD and pre-RSD Assessments 2003-2007
- Facets associated with research processes
- Levels of Student Autonomy
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Locating the Development and Assessment of Studentsrsquo Research Skills in the Curriculum A workshop for the Faculty of Business and Economics Monash University
- Workshop Objectives
-
Workshop Objectives
Develop collaboratively a plan of action for Research Skill Development in a specific course
Or Develop specific marking criteria for a
particular assessment task
Or Another RSD-based possibility that has come
to mind
- Developing and Assessing Studentsrsquo Research Skills in the Curriculum A seminar for the Faculty of Economics and Commerce University of Melbourne
- Overview
- Disciplines Involved in Trialling RSD
- Why Research Skill Development (RSD) in the curriculum
- Research Skill Development in Curriculum Design and Assessment
- Slide 6
- Slide 7
- Slide 8
- RSD Framework
- References
- Slide 12
- Slide 13
- Correlations between RSD Assessments 2005-2007
- Slide 15
- Correlations between RSD and pre-RSD Assessments 2003-2007
- Facets associated with research processes
- Levels of Student Autonomy
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Locating the Development and Assessment of Studentsrsquo Research Skills in the Curriculum A workshop for the Faculty of Business and Economics Monash University
- Workshop Objectives
-
