Journal articles on the topic 'Grading and marking (Students) Australia'

A lot of computer test system adopts objective topic given points by the computer, and the subjective topic is by the teachers review to points, giving teachers a lot of extra work. A targeted intelligence marking scheme is put forward in this paper, and connecting with the actual situation, designed and simulated the implements an intelligent system. With the aid of certain criteria, the subjective topic grading and the analysis of the examinee answers, are reasonable subjective item grading, shorting the testing process, saving marking time, without subjective factors in the marking. So that student's result can objectively real reaction students have mastered the knowledge and teachers' teaching.

ABSTRACT: The strategy of evaluating students’ achievement using a marking system is a common practice in higher education institutions. The result of a student’s effort is usually communicated in the form of a letter grade or percentage correct on an exam or on the course as a whole. Although a vast majority of instructors use various grading policies and the impact of different grading policies on learning is a basis of considerable debate among academics, the empirical work regarding the impact of different grading policies on students’ performance does not include applications to accounting, a discipline for which student learning is directly tied to success in passing professional examinations. Theoretically, one of the functions of a grading system is to motivate students to work harder and perform better. This study provides insight into the impact of a lenient grading scale versus a strict grading scale on students’ achievement, where the level of “average” mastery in the latter category (the grade of C), is coincident with the minimum passing requirement of the professional accounting examinations. The results of this study support the notion that an attainable strict grading policy can be used as an important pedagogical technique to motivate students to study and may provide insight into grade scale decisions faced by accounting faculty seeking to prepare their students for the rigor of professional exams. Contrary to prior results in the literature, we find that when used in an upper-level undergraduate accounting course the stricter standard has a more profound effect on achievement for students at the lower end of the grade distribution.

A systematic mechanism for the assessment of final year projects using a list of 22 assessment criteria and 8 grading categories for each criterion is described. The structured assessment system and the automated processing by an optical reader make the marking system more discriminative and consistent among the large number of students and supervisors.

Student assignment moderation and written feedback are integral to tertiary education, supporting student learning and providing a means of ensuring equity in grading. The processes of moderation and feedback provision have, however, been associated with a number of negative outcomes including confusion, disengagement, and reduced self-confidence. Improvements to moderation processes must be reviewed to facilitate continued student engagement and learning. Embedded within empowerment theory, this pilot study aimed to explore the feasibility of involving students in the moderation process and to determine whether students benefit from participating in the moderation process. A multiple method approach was undertaken to understand the perspectives of students on the moderation process. Six undergraduate occupational therapy students participated in the moderation of a written essay with tutors and participated in a focus group. Three themes relating to their experiences emerged: 1) student empowerment, 2) transparency and increased understanding of the moderation process, and 3) understanding the assessor mindset. Combined results suggest that inclusion of students in the moderation process is feasible within a tertiary education context, with this study acting as a pilot for the inclusion of students in these processes.

Purpose: Peer assessment provides a framework for developing expected skills and receiving feedback appropriate to the learner’s level. Near-peer (NP) assessment may elevate expectations and motivate learning. Feedback from peers and NPs may be a sustainable way to enhance student assessment feedback. This study analysed relationships among self, peer, NP, and faculty marking of an assessment and students’ attitudes towards marking by those various groups.Methods: A cross-sectional study design was used. Year 2 osteopathy students (n= 86) were invited to perform self and peer assessments of a clinical history-taking and communication skills assessment. NPs and faculty also marked the assessment. Year 2 students also completed a questionnaire on their attitudes to peer/NP marking. Descriptive statistics and the Spearman rho coefficient were used to evaluate relationships across marker groups.Results: Year 2 students (n= 9), NPs (n= 3), and faculty (n= 5) were recruited. Correlations between self and peer (r= 0.38) and self and faculty (r= 0.43) marks were moderate. A weak correlation was observed between self and NP marks (r= 0.25). Perceptions of peer and NP marking varied, with over half of the cohort suggesting that peer or NP assessments should not contribute to their grade.Conclusion: Framing peer and NP assessment as another feedback source may offer a sustainable method for enhancing feedback without overloading faculty resources. Multiple sources of feedback may assist in developing assessment literacy and calibrating students’ self-assessment capability. The small number of students recruited suggests some acceptability of peer and NP assessment; however, further work is required to increase its acceptability.

The examination of the Computer Graphics is basically the computer examination to investigate the drawing ability in universities in recent years. Based on many years of teaching practice and according to the transformation trend of the computer intelligent paper marking, the image processing technology is adopted, and the key information of the image is extracted, and the image similarity calculation program is compiled, and the CAD automatic paper marking function is implemented by the contrast of the students plots with the standard answer. Through the calculation examples, the grading results are consistent with the artificial results ideally. The calculation speed is faster than the manual speed, thus the teachers working efficiency is improved.

There is limited research on the quality of assessment moderation in large classes. Effective moderation practices can improve reliability, as well as reduce marker bias, attenuate prevalence of ‘hard’ or ‘soft’ markers, increase student and staff confidence in marking, and enhance the development of staff. This article shares a marking moderation practice used in large class teaching (>1500 students). The article highlights the importance of (1) including resources/communication that are provided to markers in order to facilitate a shared understanding and interpretation of the marking criteria; (2) incorporating multiple points of double marking to detect differences in marker performance over time that may have been brought on by fatigue, tight timelines or inexperience; and (3) developing markers’ skills early through formative feedback to acquire self-sufficiency, accuracy and expertise in the grading process. The practice of moderation utilised in this article overcomes some of the challenges of moderating large volumes of assessments. Particularly, the use of audio feedback and video resources was deemed the most novel and useful.

In this study, we examined the level of agreement between teacher assessment and peer assessment during a speech presentation in an EFL context. A total of 88 students assessed speeches delivered by their peers. After four practice rounds of evaluating each other in small groups, a final assessment, including teacher assessment was conducted on speeches delivered to the whole class. Before each assessment, specifics on how to conduct the evaluations were explained by an instructor through visual demonstrations. A strong correlation (r = .82) was found between teacher marking and peer marking which indicates the viability of incorporating peer assessment into students’ final scores when proper guidance is provided. A questionnaire administered after the final speech revealed that most of the students had found peer assessment useful. 本研究では、学生によるスピーチについての教員評価（TA）とピア評価（PA）の一致の度合いを調べた。被験者88人は、小グループ内でスピーチとPAを４回実施した後、クラス全員の前でスピーチを行った。この最終スピーチではTAとPAを同時に実施した。評価基準については、教員が実演を交えて項目ごとに説明し、それをPA実施のたびに繰り返した。その結果、TAとPAの間には高い相関（r = .82）が得られ、最終評価へのPA組み入れが可能であることが示唆された。またPA実施後のアンケート調査の結果から、多くの学生がピア評価活動を「有益である」と評価しているのが分かった。

For most educators, grading and marking assignments are not high on their wish lists for their teaching routines. In the context of learning, the same can be said for their students, where examinations are associated with feelings such as insecurity, anxiety, fear, and stress. For diverse reasons, such as allowing students to self-assess their knowledge or providing homework, many teachers who are more advanced in the application of ICT, are already putting quizzes and tests online. Nowadays, such tests are in most cases delivered and assessed automatically, with an automatic system. Often, such basic systems provide feedback to the students if an answer is correct and a summary of the outcome. So far, so good ˗ after testing, students know what they still have to learn and what they have already learned. Equally, teachers get the same information about the students. In this way, a teacher’s time can be spent on better purpose. However, the drawback is that tests are uniform in the format of the templates provided by the system, the philosophy of test construction and the grading by their developers. Additionally, if not controlled, such tests can even be answered by people other than the target students.

The process of evaluating students’ answers is a time consuming and effort for teachers, therefore, based on this, Grading Multiple Choice Questions (G-MCQ) is proposed to auto-marking answer without human interaction. All the human does, is to use digital camera without using expensive ordinary document scanner and machine-read for this purpose, then, evaluating and marking each correct answer is algorithm duty. G-MCQ is based on a prepared bubble sheet that contains (54) questions with four circles options for each question, G-MCO is programmed using Python programming language, passes three main process , the first one, is a preparation of scanned document, then, second one, is to detect bookmarks, First Question Bookmark (FQB), Questions Bookmarks (QB) and Options Bookmarks (OB) positions, based on detecting FQB, QB and OB, the final one is started to detect answers which are circles positions of each question from instructor. The algorithm is tested with input images with PNG and JPG format, the result of detecting of accuracy is about 99%

The process of evaluating students’ answers is a time consuming and effort for teachers, therefore, based on this, Grading Multiple Choice Questions (G-MCQ) is proposed to auto-marking answer without human interaction. All the human does, is to use digital camera without using expensive ordinary document scanner and machine-read for this purpose, then, evaluating and marking each correct answer is algorithm duty. G-MCQ is based on a prepared bubble sheet that contains (54) questions with four circles options for each question, G-MCO is programmed using Python programming language, passes three main process , the first one, is a preparation of scanned document, then, second one, is to detect bookmarks, First Question Bookmark (FQB), Questions Bookmarks (QB) and Options Bookmarks (OB) positions, based on detecting FQB, QB and OB, the final one is started to detect answers which are circles positions of each question from instructor. The algorithm is tested with input images with PNG and JPG format, the result of detecting of accuracy is about 99%

The paper seeks to present a practical use of reference chains analysis in the grading process of EFL university students’ final practical English examination. The process of grading writing is always perceived as both tedious and subjective not only by the students but also by the examiners. The criteria listed by Cambridge English Language Assessment Department are very general, which makes examiners often adopt an impressionistic perspective while marking the content of the written assignment. At the same time, students often feel dissatisfied with the teacher’s comments on their performance, they cannot clearly see the mistakes in the text structure they have made and often feel unfairly graded. Using reference chains and collocations as one of the steps in the process of written work evaluation makes it possible to put forward clear, straightforward criteria for text organization. It gives immediate insight into the text structure, paragraph organization, superstructure layout and the level of correspondence between the original task and the actual student’s output. By being conducted as a series of precisely defined steps, according to a fixed checklist, it makes it possible for the examiner to draw objective criteria for grading writing. The empirical part of the paper focuses on the analysis of reference chains and collocations identified in the written examination of 15 first year students of English philology.

Purpose The purpose of this study is to explore the influences that shape the intention of a grading decision at the point at which it is made. This can be particularly important when those influences may vary during the marking process making reflective analyses also difficult to explore. Design/methodology/approach The authors draw upon a small sample of assessed scripts from two UK higher educational institutions and undertake a factor analysis of potentially important influences that shape the grading decision at the cognitive point it is made. Findings The authors’ findings indicate that for the sample analysed, the marker’s most important influences were those associated with the normative view of marking, although they also suggest potential influences from when the script was graded and the fatigue of the marker concerned. Research limitations/implications The work is confined to management students and limited by the sample size. A factor analysis reveals the cluster of influences that contribute to observed grade outcomes but provides less clarity upon relative inter-dependencies between those factors. There are additional constraints in that the constructed data collection tool was self-administered. Practical implications The data collection instrument (VBA Excel workbook) is, the authors believe, quite innovative in capturing immediate cognitive reflections. It could be developed for other decision-making research. The authors also believe there are staff developmental outcomes from the work, to sustain and enhance assurance in the grading process. Originality/value As far as the authors can determine, research that has explored the influences shaping grading and mark allocation tends to be reflective or undertaken after the event. The authors’ research data are constructed at the same time as the grade/mark is determined.

History of education research has flourished in Australia since the 1960s. However, fewer university appointments in recent years suggest that a decline will soon occur. Nevertheless, research over the previous fifty years has produced much excellent work, following three significant historiographical trends. The first is the dominant Anglo-Empirical Whig tradition, which has concentrated on conflicts between church and state over schooling, and the founders and establishment of schools and public school systems. The second arose from social history, shifting the focus of research onto families, students and teachers. However, the concentration on the social class relations of schooling was eventually overtaken by substantial studies into gender relations. In more recent times, cultural studies and the influence of Foucault have been responsible for new research questions and research, marking a new historiographical trend. A survey of topics for which more research is required concludes the editorial, not least of which is the history of Indigenous education.

We were recently challenged with trying to maintain the integrity and learning experience of our Physiology course, which included the use of long-answer, essay-style test questions, with a class size that increased over 2 yr by ∼200 students. We reorganized the teaching assistant (TA) support structure in an attempt to keep the testing style and mark (or grade) the exams accurately, in a timely fashion, and provide feedback to the students that want it. Each of four TAs became experts in two sections of the course. To assess our success, TA time allocation for specific duties was recorded. Marking (or grading) accuracy was assessed by recording test data including the number of tests returned for remarking and how much marks changed by when a grade was reassessed. Student feedback was solicited to determine whether this structure provided adequate feedback and support to the students. TAs spent an average of 115 h and 35 min ± 7 h 21 min of a total of 140 h contracted. On average, 13.2 ± 0.5% of the tests were identified as being inaccurately graded by 4.2 ± 0.7%. When asked to score whether the statement of assessment of students was fair, it scored 4.5 out of 5, where 5 equals strongly agree. When asked whether the course provided a worthwhile learning experience, the question scored 4.84 out of 5. Thus, we were successful at marking the exams accurately, in a timely fashion, and providing the necessary feedback, and we were successful at maintaining the objectives of the Physiology course with a class size of 440 students.

Traditionally, rubrics were used simply as grading tools to provide marking frameworks that were transparent to students. More recently, rubrics have been promoted as educational tools to inform students of good practice with the assumption that they engage with these rubrics to guide their learning. However, some tensions arise from this approach, including the assumption that students actually engage with assessment rubrics and, most notably, whether students understand the purpose of rubrics and the language used within. In response, this paper promotes the practice of teachers involving their students in the co-construction of rubrics by presenting a Model of Collaborative Rubric Construction. This Model was informed by an extensive literature review, advice from international assessment experts, and both qualitative and quantitative data from students and teachers who worked in partnership to coconstruct and use assessment rubrics across three higher education institutions. The Model, structured as three-tiers, offers background information about rubrics and their co-construction, strategies to guide collaboration in the rubric co-construction process, and shared scholarship associated with the project (i.e., research methods, recommendations for practice, and relevant references and publications) in which the Model was developed.

Since 2009 there has been increased interest in Australian universities’ ability to demonstrate that their students have acquired knowledge and skills as specified by them in the form of graduate attributes or institutional learning outcomes. This paper describes research undertaken in Australia to identify a comprehensive set of generalized learning outcomes for undergraduate study and a set of criterion-based standards to assist in grading of achievement of those outcomes. It was discovered that although Australian universities document institutional- and course-based learning outcomes for their programs, they generally do not assess students at this level. Instead, the majority of assessment of learning outcomes is at the subject level, and frequently these outcomes do not align well with the course- or institutional-based outcomes that have also been specified. In spite of this, it appears possible to identify generalized assessment tasks for subjects and use constructive alignment between subjects, course curriculum, and chosen course-based learning outcomes, which could be used to reliably measure course outcomes and compare results between universities. These developments are framed in terms of the assessment transparency framework, which provides insight into the current “as-is” situation as well as an indication of what is needed to move learning outcomes assessment toward a fully implemented “ideal” across the higher education sector.

The technological advancement in IT has brought about the need for computer usage in all areas of human life and endeavors, education sector also. The traditional method of conducting exams is often characterized by questions leakages, human errors when marking the scripts of students and recording of students’ scores. This work, Integrated System for Continuous Assessment and Exam Management was, therefore, born out of the will to solve the problems plaguing the conventional (paper-based) examination system by providing a campus-wide service for e-assessment devoid of dishonest conduct and equally enhances quick feedback. The developed system which uses a combination of HTML,PHP,MySQL reduces the proportion of workload on examination, grading and reviewing on the part of examiners. The system also enables the release of exam results in record time and without errors. Thus, this system can serve as a solution for mass education evaluation and offers many features that cannot be implemented in paper-based system.

Although the use of film in both ESL and EFL classrooms is widespread, the screenplay on which most films are based is almost non-existent as a language learning resource. However, its structured framework provides the opportunity to teach skills-based activities that are contextually clear, particularly when accompanied by the movie. The primary challenge in adopting screenplay work into a curriculum, especially for educators not familiar with the format, is in ensuring specific language-based learning objectives are being met, whilst also encouraging creative freedom amongst the students. To that end, this paper begins with an introduction of what a screenplay is before examining how utilizing a script can transform the traditionally passive activity of watching a movie, into a series of justifiable language tasks. The familiarity with the language used from these comprehension activities then becomes the foundation for an assessable filmmaking task where students write their own screenplay and subsequently shoot it. The final part of this paper provides instructions on how to implement the movie-making segment and marking criteria for grading.

Assessment rubrics are being promoted and introduced into tertiary teaching practices on the grounds that they are an efficient and reliable tool to evaluate student performance effectively and promote student learning. However, there has been little discussion on the value of using assessment rubrics in higher education. Rather, they are being gradually and (seemingly) uncritically mainstreamed into tertiary teaching expectations and practices, often through professional development workshops. This article investigates the pedagogic value and validity of criteria-based assessment rubrics and the instrumental rationality and goals informing them. Drawing on a small body of criticism, the article explores an emerging discourse that contends that assessment rubrics are not capable of measuring and evaluating complex thinking skills. Rather, they limit the independent responses of students and the professional judgement of markers, encourage compliance jeopardising student commitment and creativity, and promote a false sense of objectivity in the marking and grading of student work.

While the move towards criterion-referenced assessment in Australia represents a step in the right direction, the path is fraught with political and technical hazards. Advocates of criterion-referenced assessment tend to overdraw the distinction between norm and criterion-referenced assessment, and to play down the difficulties inherent in spelling out criteria and setting standards at the Year 12 level. Nevertheless it is a good idea to try to clarify the domains of each subject (integrated structures of knowledge and ability which underly areas of expertise) and to experiment with new tools and technologies being developed by measurement specialists. We must also recognize that we cannot hope to improve the art of assessing the quality of students' work by an infinite expansion along a scientific-technological path in all areas of the curriculum. In many areas, we will always be dependent on the expertise and judgment of connoisseurs, and judgments will always represent an uncertain blend of criteria derived from the subject and the assessors on the one hand, and norms ebbing from those being assessed on the other.

Automatic Programming Assessment (APA) has been gaining lots of attention among researchers mainly to support automated grading and marking of students’ programming assignments or exercises systematically. APA is commonly identified as a method that can enhance accuracy, efficiency and consistency as well as providing instant feedback on students’ programming solutions. In achieving APA, test data generation process is very important so as to perform a dynamic testing on students’ assignment. In software testing field, many researches that focus on test data generation have demonstrated the successful of adoption of Meta-Heuristic Search Techniques (MHST) so as to enhance the procedure of deriving adequate test data for efficient testing. Nonetheless, thus far the researches on APA have not yet usefully exploited the techniques accordingly to include a better quality program testing coverage. Therefore, this study has conducted a comparative evaluation to identify any applicable MHST to support efficient Automated Test Data Generation (ATDG) in executing a dynamic-functional testing in APA. Several recent MHST are included in the comparative evaluation combining both the local and global search algorithms ranging from the year of 2000 until 2018. Result of this study suggests that the hybridization of Cuckoo Search with Tabu Search and lévy flight as one of promising MHST to be applied, as it’s outperforms other MHST with regards to number of iterations and range of inputs.

Purpose This paper aims to describe an attempt to develop a more effective technique to teach self-awareness and relationship skills. Design/methodology/approach A journal is used in combination with a model of human nature. The model lists human characteristics that the management trainee must identify in themselves and others they interact with. Students kept a journal and analysed their interactions in reference to a list of human characteristics. Findings Initial plans were disrupted by an earthquake. Analysis in the first journal instalments was limited and students regularly found negative characteristics in colleagues. Feedback was given and the second instalment showed greater quality of analysis. Students regularly found and showed understanding of the characteristics in themselves and others. They also put more thought in to how to manage those traits. The model provided a solution to the problems of marking reflective journals. Practical implications A key limitation of this approach is the difference in opinion that may exist between academics as to what characteristics managers should look for in themselves and others. There may be substantial divergence on this. Originality/value This paper contributes to management education by suggesting a method for enhancing both relationship skills and self-awareness. Problems in assessing reflection essays and journals can be overcome by grading their knowledge and understanding of the human characteristics.

Newly registered pharmacists will need to possess higher-level competencies and, in Great Britain, there is an expectation that assessments are undertaken during experiential learning (EL). The aim of this study was to explore the perceptions and educational needs of practice-based EL facilitators of student pharmacists, undertaking competency-based assessments during EL. Semi-structured one-on-one interviews were conducted with EL facilitators working in the community, hospital, and primary-care pharmacies. Data were thematically analysed. Fifteen facilitators were interviewed, and there were five from each site. There was general support for this role, but also anxiety due to the lack of knowledge about assessments and the repercussions on students. Benefits were that students would receive real-time feedback from workplace-based practitioners and facilitators would benefit from self-development. Challenges included additional workload and lack of consistency in marking. The majority agreed that clinical, professional, and communication skills could be assessed; however, a consensus was not reached regarding the tools, methods, and grading of assessments. The need for training and support were highlighted. A co-design method was proposed to ensure that the assessment methods and processes are accepted by all stakeholders. Training and resources should be tailored to the needs of facilitators.

Clinical reasoning is situation-dependent and case-specific; therefore, assessments incorporating different patient presentations are warranted. The present study aimed to determine the reliability of a multi-station case-based viva assessment of clinical reasoning in an Australian pre-registration osteopathy program using generalizability theory. Students (from years 4 and 5) and examiners were recruited from the osteopathy program at Southern Cross University, Lismore, Australia. The study took place on a single day in the student teaching clinic. Examiners were trained before the examination. Students were allocated to 1 of 3 rounds consisting of 5 10-minute stations in an objective structured clinical examination-style. Generalizability analysis was used to explore the reliability of the examination. Fifteen students and 5 faculty members participated in the study. The examination produced a generalizability coefficient of 0.53, with 18 stations required to achieve a generalizability coefficient of 0.80. The reliability estimations were acceptable and the psychometric findings related to the marking rubric and overall scores were acceptable; however, further work is required in examiner training and ensuring consistent case difficulty to improve the reliability of the examination.

Introduction: Stress is defined as the body’s non-specific response or reaction to demands made on it, or to disturbing events in the environment. It has been observed that medical school environments in India are extremely stressful and that this stress has led to suicide attempts by students. At the present time, the COVID-19 pandemic and its consequences are affecting everyone’s day-to-day life, making medical students more stressed than ever. This study aimed to determine levels of stress in medical students during 2021. Methodology: A web-based cross-sectional study was conducted on first and second-year MBBS students of GMERS Medical College, Gandhinagar, Gujarat, India, using MSSQ-40, a standardized test for determining medical student stress levels. The data was entered and analyzed using MS Excel 2019 and significance was determined using the Mann Whitney U Test. Result: All students enrolled in the study scored between 1 and 2 in all six domains of the MSSQ, suggestive of a moderate degree of stress. The second-year students’ scores were higher than those of the first-year students across all domains (1.32, 1.13, 1.11, 1.14, 1.03, and 1.14 in first years, indicative of mild stress, compared with 2.31, 2.10, 1.98, 1.91, 1.87, and 2.05 for second years, indicative of moderate to high stress). The difference was statistically significant in all six domains. Academic-related stress (ARS) received the highest score (1.32 for first years, and 2.31 for second years) followed by intrapersonal and interpersonal-related stressors (IRS) and group activities related stressors (GARS). The scores recorded in this study were comparable with those recorded in pre-pandemic studies, however, suggesting that COVID-19 is not a significant cause of the stress. Conclusion: Second year students were more stressed in all domains compared to first year students. We recommend reducing the number of exams; moving from a marking to a grading system of assessment to ease competition; introducing more ordered timetabling; targeting learning to focus on essential subjects only; and providing better training for group activities.

This paper considers the delivery and assessment strategies used in two structural mechanics units at Deakin University, a leader in distance education in Australia. The two units have had unacceptably high rates of student failure. Student perceptions of the delivery method were analysed and an investigation was carried out of the performance of 329 (173 on- and 156 off-campus) students enrolled in the two units. An analysis of the assignment, laboratory and examination marks is presented. Consideration is also given to the total marks. The results show that on-campus students performed better in structural mechanics than their off-campus counterparts. Plots of the distributions of student performance for the three assessment methods are provided (for each unit) and high failure rates are linked to low examination marks. Students tended to perform best in assignments and worst in examinations. Parametric statistical tests show a correlation between the marks obtained in continuous assessment and in examinations, and it is therefore proposed that, in order to improve performance, the students must be encouraged to participate fully in all aspects of the course. Many students were unenthusiastic about laboratory practical sessions and did not think they aided their understanding of the theoretical material. Motivation to participate is often dependent on the perceived relevance of a given task and its contribution to the total mark and, thus, to help motivate students to participate fully in the continuous assessment tasks, the authors propose several changes to the delivery methods, as well as to assessment criteria and marking schemes.

Education is the universal catalyst for qualitative development of effective citizenship and competent workforce required in building a modern dynamic society. Purposeful instructional leadership, prudent management of resources and vibrant evaluation of students’ learning outcomes as a means of quality control could raise appreciable standards toward an improvement of examination process in Colleges of Education. Being a major task in the school curriculum implementation, examination process is a basic mechanism for academic quality assurance in higher education. A comprehensive examination process largely comprises admission of qualified candidates into teacher education programme, effective teaching and learning of the subject curriculum contents, continuous assessment of learning outcomes, moderation and conduct of examinations, marking and grading of examination scripts, external moderation of examination results, computation and consideration of moderated examination results, notification and release of examination results, certification and production of transcripts, career induction and convocation of certified competent and responsible graduates for employment in the labour market. Hence, it is suggested that prompt identification of challenges and strategies for improvement of quality standards in examination process would enhance a comprehensive professional development of competent and personable teachers. Such well-informed educational experts shall use their professional expertise, ethical orientation and instructional best practices to discover and nurture a crop of gifted, talented and skilled individuals as credible future leaders in all aspects of our national life and global economy.

Computer-based assessment or e-assessment system is an e-learning system where information communication technology is utilized for examination activity, grading, and recording of responses of the examinees. It includes the entire assessment process from the examinees, teachers, institutions, examination agencies, and the public. E-assessment systems have been used extensively in educational and non-educational settings worldwide because of their significant impact on assessment to both the institutions and students. Electronic assessment systems have many significant advantages over conventional paper-pencil-based approaches, like reducing production cost, automatic marking, and fair grading. Other benefits include the ability to conduct adaptive testing, an increase in the frequency of assessment, a large number of people could be examined, low staff requirements during the assessment, and the ability to improve the quality of the evaluation. Text, images, audio, video, and interactive virtual environments in an e-assessment system are all feasible. Nevertheless, given all these advantages, some examinees expressed negative views about electronic assessment in our study due to fear or lack of familiarity with assessment technology and lack of information on e-assessment methods. Despite the increased adoption of e-assessment in higher education and organizations, the examinees' attitudes and opinions need to be studied to implement the system successfully. In an e-assessment environment, several factors account for the evaluation of the system quality. These factors can be categorized into three dimensions: technical, educational, and economical. However, based on literature reviewed, limited studies attempted to map these quality factors to determine user satisfaction with an e-assessment system. This scarcity of e-assessment satisfaction studies is the gap the study intends to fill. Furthermore, this study's findings would help provide practical and theoretical implications for educational institutions and organizations. This study is among the first application of the Delone and McLean information system success model to predict user satisfaction with computer-based assessment in a developing, African country.

Purpose: The biases that may influence objective structured clinical examination (OSCE) scoring are well understood, and recent research has attempted to establish the magnitude of their impact. However, the influence of examiner experience, clinical seniority, and occupation on communication and physical examination scores in OSCEs has not yet been clearly established. Methods: We compared the mean scores awarded for generic and clinical communication and physical examination skills in 2 undergraduate medicine OSCEs in relation to examiner characteristics (gender, examining experience, occupation, seniority, and speciality). The statistical significance of the differences was calculated using the 2-tailed independent t-test and analysis of variance. Results: Five hundred and seventeen students were examined by 237 examiners at the University of New South Wales in 2014 and 2016. Examiner gender, occupation (academic, clinician, or clinical tutor), and job type (specialist or generalist) did not significantly impact scores. Junior doctors gave consistently higher scores than senior doctors in all domains, and this difference was statistically significant for generic and clinical communication scores. Examiner experience was significantly inversely correlated with generic communication scores. Conclusion: We suggest that the assessment of examination skills may be less susceptible to bias because this process is fairly prescriptive, affording greater scoring objectivity. We recommend training to define the marking criteria, teaching curriculum, and expected level of performance in communication skills to reduce bias in OSCE assessment.

While the International Baccalaureate’s Middle Years Programme (MYP) is growing in popularity in Australia and across the globe, few studies have examined the benefits and challenges of this IB programme for supporting student learning. Using a qualitative case study design of three Australian schools that formerly offered the MYP, we investigated teacher and school leader perceptions of the MYP for promoting student learning. Perceived benefits included high achievement and skill development through the MYP’s emphasis on inquiry-based learning and real-world relevance; criterion-referenced assessments; and a healthy balance between core and elective learning areas. Challenges for students stemmed primarily from operational difficulties and possible systems-level constraints impacting teachers, including integration of the Australian Curriculum with the MYP; ability to meet the MYP’s demands; confusion about MYP terminology and grading systems; and understanding interdisciplinary units. The findings suggest that MYP Coordinators and school leaders play a critical role in ensuring that schools realise the benefits of the MYP for student learning by providing systems-level support to optimise its benefits.

AbstractIn this paper we report on one component of a three-year study into the use of digital technologies for summative performance assessment in senior secondary courses in Western Australia. One of the courses was Italian Studies, which had an oral communication outcome externally assessed with an oral performance for which students travelled to a central location and undertook an interview with two assessors. Apart from the logistical difficulties for both students and the organising body, this method did not leave an enduring record of the process, and raised questions about the reliability of the assessment. Over the three years of this study, we tried several approaches to using digital technology to assess oral performance, including a portfolio of sub-tasks leading up to a video-recorded oral presentation, a computer-based exam, a video recorded interview, and an online exam that included oral audio-recordings. For each of the years online marking tools supported two methods of drawing inferences about student performance from the representations: the more traditional analytical method and the comparative pairs method. Rasch analysis of the results of the two methods showed that both were at an acceptable level of reliability. Overall, students and teachers reported that they liked using audiovisual recordings and online performance tasks for revision but not for summative assessment. The study also demonstrated that the scores from externally marked computer-based oral tasks carried out in class time correlated highly with the scores from traditional face-to-face recorded interviews. Therefore, online assessment of oral performance appears to be an equally effective way to facilitate assessment when compared with traditional methods and offers other affordances, such as convenience and access from a variety of locations, as well as providing an enduring record of student performance.

Preparing students for the expectations of the modern business world is a daunting task. For students, it involves developing critical thinking and analytical skills to reach valid conclusions for specific problems. Such skills are recognised graduate attributes, essential for complex professional business judgements and advice provided to clients (Camp & Schadner, 2010). For educators, the multifaceted nature of critical thinking and associated analytical skills are often poorly demonstrated and conveyed to students (Moore, 2013). Critical thinking is the product of self-direction, self-discipline, self-monitoring and self-correction through objectively assessing relevant information, openly considering alternative views and seeking feedback (Paul & Elder, 2008). By using the combination of technology enhanced feedback, relevant assignment scenarios that explore messy business world issues influential professionals face, experience of working with and feedback from practitioners, the assignment in a 2nd year undergraduate financial reporting unit was transformed into an authentic, collaborative, and self-regulated learning experience. In consultation with a professional accounting firm, the assignment scenario and open ended questions were written about financial reporting implications associated with sustainability and industry change challenges many companies encounter. Working in self-selected groups, students considered the assignment’s questions and prepared a draft written response that was shared with the firm’s practitioner review team for feedback. A past students voice video, available on the unit’s LMS, guided current students on how to adopt and implement this feedback. Subsequently a final written response was submitted for grading. Student were introduced to the practitioner review team via a video that explained importance of teamwork, seeking formative feedback, reflecting on it and how this information is used in the workplace. Utilizing the Student Relationship Engagement System (SRES) and the assignment’s marking rubric criteria as a framework, the practitioner review team provided individual formative feedback, suggestions for improvement and overall direction comments to each student through a personalised email. The SRES data metrics were also used to track and manage student engagement. Used in these ways, SRES was a highly effective learning platform that resulted in deeper student learning and relationships with educators. The presentation will discuss the significant impact on student learning and experience measured by overall assignment performance, change in performance between draft and final responses, and qualitative feedback from practitioner, peer and student perspectives. References: Camp, M. J., & Schnader, A. L., (2010). Using debate to Enhance Critical Thinking in the Accounting Classroom: The Sarbanes-Oxley Act and U.S. Tax Policy. Issues in Accounting Education, Vol 25, No., 2010, 655-675. Moore, T. (2013). Critical thinking: seven definitions in search of a concept. Studies in Higher Education, 2013, Vol. 28, No 4, 506-522. Paul, R., & Elder, L., (2008). The Miniature Guide to Critical Thinking Concepts and Tools, Foundation for Critical Thinking, 2008, CA Dillon Beach.

CloudStor SWAN (AARNet, 2022) is a research-focused web service for running analyses that is available to staff and students at many research institutes and Universities across Australia and New Zealand. In 2021, we used SWAN as a teaching tool in the master-level subject, Computational Genomics (COMP90016) at The University of Melbourne. This subject aims to teach students how to analyse large genomic datasets using best practices software tools, pipelines and student-written, custom code. Although CloudStor SWAN was not conceived as a teaching tool, we worked with their technical staff to tailor the service to our use case. This innovative use of existing research infrastructure allowed us to effectively transition the subject to remote learning. Students and staff could log in to the service using their existing University credentials, from anywhere in the world, without the use of a VPN. The ability to access the platform from a web browser allowed for a consistent computing environment for all students regardless of operating system, and without having to worry about software installations on local machines. This presented a significantly improved experience from the custom servers that had been used in the past. We used SWAN for weekly workshops during semester and for assessment in the form of assignments and an exam. It allowed us to format subject material in Jupyter notebooks where we could seamlessly integrate text, graphics and code. Additionally, assessed code questions can incorporate automatic marking and written submissions can be checked for plagiarism. SWAN also allowed us to introduce students to the UNIX command line, an important skillset that was not previously taught in the University of Melbourne Master of Science (Bioinformatics) program. From a student perspective, SWAN allowed for a practical skillset to be developed alongside theoretical knowledge from other aspects of the course. The platform was simple to learn and allowed students to focus on the subject content and the tasks asked of them, rather than on the interface. From a teacher’s perspective, having a unified platform allowed for a single set of clear instructions, improved troubleshooting and clearer management of tool versions and software dependencies. The use of Jupyter notebooks simplified lesson plans and assessments by integrating multiple elements into single documents. This element also made the lessons more easily sharable between colleagues and collaborators. Our integration of this technology into our tertiary teaching has served as a model for a similar use at a different Australian university. We hope to share the lessons learned from this subject, the advantages of using CloudStor SWAN in a teaching environment for both staff and students and provide some advice for others who may want to adapt it to fit their own teaching needs. Presentation link: https://youtu.be/8tutCO1hd9c References AARNet. (2022). CloudStor: Access, store, share and work with your data in one place. https://www.aarnet.edu.au/network-and-services/cloud-services/cloudstor

A review of: Zhang, Li, Watson, Erin M. and Banfield, Laura. "The Efficacy of Computer-Assisted Instruction Versus Face-to-Face Instruction in Academic Libraries: A Systematic Review." The Journal of Academic Librarianship 33.4 (July 2007): 478-484. Objective – To conduct a systematic review of several studies comparing the efficacy of face-to-face versus computer-assisted instruction (CAI) for teaching basic library skills to patrons of academic libraries. Design – Systematic review of existing studies (randomised controlled trials and controlled trials). Setting - College and university libraries Subjects – The subjects studied were patrons of any type of academic library, whether university, college, or other post-secondary institution, receiving instruction in basic library skills. Ten studies were included in the review, of which seven were done in the United States, two in Australia, and one in Canada. The total number of subjects in all of the studies under review was 1283. Nine of the studies focused on undergraduates enrolled in specific courses (undergraduate courses ranging widely in subject area, or in one case a first year experience program); the other study focused on library instruction methods taught to students in a graduate research methods course, yet the study was still intended to measure the efficacy of library instruction methods, yet the study was still intended to measure the efficacy of library instruction methods. Methods – One included study was a randomised controlled trial; the other nine were controlled trials. The date range under consideration was for studies done between 1990 and 2005. All original studies were required to compare the efficacy of face-to-face versus CAI instruction. Both information skills and students’ reactions to receiving the instruction were considered. To identify appropriate studies, searches were done across the following library and education-related databases: LISA, ERIC, and Library Literature. The authors screened the 728 unique studies’ bibliographic information for relevance against four criteria: studies had to be of a particular type of design (randomised controlled trials, controlled trials, cohort studies, and case studies), with a sample size greater than one and with pre- and post-test measurements; study participants had to be academic library patrons; the study needed to compare CAI and face-to-face instruction; and both the students’ information skills and reactions to the instruction had to be measured. This left 40 unique studies, which were then retrieved in full text. Next, studies were selected to meet the inclusion criteria further using the QUOROM format, a reporting structure used for improving the quality of reports of meta-analyses of randomised trials (Moher, David et al 1896 - 1900). Evaluation of methodological quality was then done using a dual method: authors Watson and Zhang assessed the studies independently, each using the “Checklist for Study Quality” developed by Downs and Black (Downs, Sara H. and Black, Nick 377-384), adapted slightly to remove non-relevant questions. After analysis, when additional information was needed, original study authors were contacted. Finally, ten studies were included in the analysis. The instruction sessions covered many topics, such as catalog use, reading citations, awareness of library services and collections, basic searching of bibliographic databases, and more. But all could qualify as basic, rather than advanced, library instruction. All studies did pre- and post-tests of students’ skills – some immediately after instruction, and others with a time lapse of up to six weeks. Most authors created their own tests, though one adapted an existing scale. Individual performance improvement was not studied in many cases due to privacy concerns. Main Results - Nine of the ten studies found CAI and face-to-face instruction equally effective; the tenth study found face-to-face instruction more effective. The students’ reaction to instruction methods varied – some students felt more satisfied with face-to-face instruction and felt that they learned better, while other studies found that students receiving CAI felt more confident. Some found no difference in confidence. It was impossible to carry out a meta-analysis of the studies, as the skills taught, methods used, and evaluation tools in each case varied widely, and the data provided by the ten studies lacked sufficient detail to allow meta-analysis. As well, there were major methodological differences in the studies – some studies allowed participants the opportunities for hands-on practice; others did not. The CAI tutorials also varied – some were clearly interactive, and in other studies, it was not certain that the tutorial allowed for interactivity. The authors of the systematic review identified possible problems with the selected studies as well. All studies were evaluated according to four criteria on the modified Downs-Black scale: reporting, external validity, and two measures of internal validity (possible bias and possible confounding). A perfect score would have been 25; the mean score was 17.3. Areas where authors lost points included areas such as failure to estimate data variability, failure to report participants lost to follow-up, failure to have blind marking of pre- and post-tests, failure to allocate participants randomly, and a variety of other areas. As well, few studies examined participants’ confidence level with computers before they participated in instruction. Conclusion – Based on this systematic review, CAI and face-to-face instruction appear to be equally effective in teaching students basic library skills. The authors of the study are reluctant to state this categorically, and issue several caveats: a) only one trial was randomised; b) seven of the studies were conducted in the USA, with the others being from Canada and Australia, and learning and teaching styles could be very different in other countries; c) the students were largely undergraduates, and the authors are curious as to whether results would be similar with faculty, staff, or older groups (though of course, not all undergraduates are traditional undergraduates); d) the tests ranged widely in design, and were largely developed individually, and the authors recommend developing a validated test; and e) if the pre- and post-tests are identical and given in rapid succession, this could skew results.

e5223072This text focuses on the adoption of innovative assessment practices in Higher Education. The study was carried out in two curricular components, Spanish and English Literacies, of an Additional Languages undergraduate program, offered in a public university in Brazil. It aims to contrast the use of a holistic e-rubric, adopted to assess both the process and the outcome of the students' performances during an academic semester in which an interdisciplinary project was promoted, based on the theme of Happiness. Throughout the semester, a set of mentoring sessions aimed at qualifying the actors' assessment literacy. At the end of the academic semester, it was proposed that both professors and students used the same holistic rubric created for both subjects. The data showed that there were no statistical differences between the scores assigned by the professors and the self-rated scores by the students. Also, the final performances were higher with the adoption of the implemented assessment proposal, compared to the semesters in which there was no assessment through rubrics nor did the integrated work between both disciplines. The experience brought reliability to the professors about the students' sincere and adequate self-perception concerning their knowledge, and it proved to be favorable for the expansion, diffusion, and adoption of similar proposals in other contexts.ResumoEste texto está centrado na adoção de práticas avaliativas inovadoras no Ensino Superior. O estudo foi realizado em dois componentes curriculares, Letramentos em Espanhol e Letramento em Inglês, de um curso de Letras - Línguas Adicionais ofertado em uma universidade pública brasileira, tendo como objetivo contrastar a utilização de uma e-rubrica holística adotada para a avaliação tanto do processo quanto dos resultados de desempenhos discentes durante um semestre letivo em que se promoveu um projeto integrado a partir da temática da Felicidade. Ao longo do semestre, foram realizadas um conjunto de mentorias voltadas a qualificar o letramento em avaliação dos atores envolvidos. Ao final do semestre letivo, foi proposto que tanto as docentes quanto os discentes lançassem mão de uma mesma rubrica holística criada para ambas as disciplinas. Os dados evidenciaram que não ocorreram diferenças estatísticas entre as pontuações atribuídas pelas docentes e as pontuações autoatribuídas pelos discentes. Além disso, os desempenhos finais foram mais altos com a adoção da proposta avaliativa implementada, em comparação aos semestres em que não havia a avaliação através de rubricas e tampouco o trabalho integrado entre ambas as disciplinas. A experiência trouxe confiabilidade para as docentes sobre a autopercepção sincera e adequada dos discentes em relação ao seu conhecimento e se mostrou favorável para ampliação, difusão e adoção de propostas similares em outros contextos.ResumenEste texto se centra en la adopción de prácticas evaluativas innovadoras en la educación superior. El estudio se llevó a cabo en dos asignaturas, Literacidad en Español y Literacidad en Inglés, de un curso de Letras - Lenguas Adicionales que se ofrece en una universidad pública brasileña, con el objetivo de contrastar el uso de una e-rúbrica holística adoptada tanto para la evaluación de los procesos como de los resultados de las actuaciones de los estudiantes durante un semestre académico en el que se impulsó un proyecto integrado, con base en la temática de la Felicidad. A lo largo del semestre, se llevó a cabo un conjunto de sesiones de mentorías orientadas a calificar la literacidad en evaluación de los actores involucrados. Al final del semestre académico, se propuso que tanto las profesoras como los estudiantes utilizaran la misma rúbrica holística creada para ambas asignaturas. Los datos demostraron que no hubo diferencia estadística entre los puntajes asignados por las profesoras y los puntajes de las autocalificaciones asignadas por los estudiantes. Además, los desempeños finales fueron superiores con la adopción de la propuesta de evaluación implementada, en comparación a los semestres en que no hubo evaluación a través de rúbricas ni tampoco el trabajo integrado entre ambas asignaturas. La experiencia brindó confiabilidad a las docentes sobre la autopercepción sincera y adecuada de los estudiantes con respecto a sus conocimientos y resultó favorable para la expansión, difusión y adopción de propuestas similares en otros contextos.Palavras-chave: Avaliação do Desempenho Discente, Ensino Superior, Educação para a Inovação, Curso de Licenciatura.Keywords: Student Performance Assessment, Higher Education, Education for Innovation, Undergraduate Teaching Course.Palabras clave: Evaluación de la Actuación Estudiantil, Enseñanza Superior, Educación para la Innovación, Carrera de Formación Docente.ReferencesAUBUSSON, Peter; SCHUCK, Sandy. Researching and Learning from our Practices. In: AUBUSSON, Peter; SCHUCK, Sandy. (Orgs.). 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Nearly a decade ago a large first year engineering design course moved the collaboratively writtendesign report assignments to an online platform. The switch was made using an existing online wordprocessing tool, Google Drive, that allow for simple sharing and commenting. The students use theonline tool to write their assignments, and members of the teaching team use the same tool to coach andgrade the assignments. Anecdotally there was initially significant evaluator resistance to theimplementation of the online grading platform. This initial resistance has been overcome and the onlinetool continues to be used today. Anecdotal feedback from the teaching team now praises the onlinegrading platform as increasing quality of feedback, but at the expense of increased marking time. Untilrecently the exams in the same course are still written and marked on paper in the traditional style. Forthe first time the teaching team has adopted another online grading platform, Crowdmark. This toolallows for the digitization, online grading, and digital distribution of paper exams. In anticipation ofevaluator resistance, this study will explore how use of this system impacts the quality of the gradingexperience for evaluators, including time on task and satisfaction with the process. This study will use amultiphase mixed methods design with an initial phase of convergent parallel design focusing onquantitative analysis. Time study data measuring time on task for evaluators will be converged with bothquantitative and qualitative survey data collected from the evaluators. In the second phase, individualevaluators who struggled with the online grading platform, indicated either by low marking speed ordirect feedback, will be interviewed. These interviews will be analysed using a qualitative, thematicanalysis to determine the cause and severity of the issues.

Educational Institutions are facing enormous tasks of marking and grading students at the end of every examination within the shortest possible time. Marking theoretical essay questions which involves thousands of examinees can be biased, subjective and time-consuming, leading to variation in grades awarded by different human assessors. This study presents an Essay Grading System called Intelligent Natural Language Processing Essay Grading System (iNLPEGS) with high accuracy percentage and minimal loss function for scoring assessment that can accommodate more robust questions. Secondary dataset collected from Kaggle provided by The Hewlett Foundation was used to aid semantic analysis and Part of Speech tagging. Assemblage of Computer Science questions and answers were collected from Babcock University Computer Science Department to create a more robust dataset to ensure high reliability. An Intelligent Natural Language Processing Essay Grading Model was designed based on Enhanced Latent Semantic Analysis using Part of Speech n-gram Inverse Document Frequency. Web based application was developed using Django, Gensim, Jupyter Notebook and Anaconda as the development tools due to availability of several Python libraries with SQLite as the database. Results of performance evaluation of iNLPEGS showed accuracy of 89.03% and error of 10.97% connoting that there is very little difference between scores from the developed intelligent essay grading system and a human grader. Also, the loss function from Root Mean Square Error (RSME) showed value of 0.620 which is very small and thus signifies closeness to the line of best fit from the regression equation.

In the teaching laboratory, students generate large amounts of data and often struggle with the subsequent calculations for results. Grading the substantial amounts of results and calculations from a large class is very taxing for teachers, who are left with less time to interact with students. The TLDM system aims to resolve the primary challenge associated with laboratory experimental calculations: while the numerical operations for a given experiment are expected to be the same, the correct numerical results vary based on the unique raw data collected by each student. The system provides scalable instructional scaffolding to guide students through their own calculations. The system also works to generate custom marking keys unique to each student’s raw data to assist teachers in grading the numerical component of reports, leaving them with more time to provide feedback in other areas.

Abstract – Group projects are often key to engineering design courses since they simultaneously develop teamwork and communication skills in the context of solving difficult engineering problems. However, fair, consistent, and transparent grading of these projects are difficult to achieve, and the individual contribution of students can likewise be difficult to evaluate. Standardized marking rubrics are often used to increase the consistency and fairness of project evaluations; however, these frequently lack a systematic means for evaluating individual effort within group work. Rubrics also are difficult to employ when there are numerous possible solutions and where some solutions are more elegant or challenging when compared to others. To provide a consistent accounting of individual effort and the difficulty of a submitted group design solution, a three-tier marking rubric was developed. Comparing the project grades between two cohorts in the same course showed that there was a broader distribution of grades when using the three-tier marking scheme.

The use of online team marking has the potential to both simplify and expedite the process of marking exams, papers, and other artifacts. An online team marking tool (Crowdmark) has been piloted at UBC in Mechanical Engineering (125 student midterm) and two common first year introduction to engineering courses (840 student final exam, and 730 student midterm and final exam).Crowdmark, the particular software tool used, printed a unique QR code on each page of each exam and then exams were written by students in a conventional pencil-andpaper fashion. After the exam, papers were digitized and uploaded to the Crowdmark system. Following a brief training and orientation session, all marking took place by teaching assistants through the Crowdmark interface. Overall grader preference was positive, with the majority of graders expressing a strong preference for the Crowdmark system over conventional paper-based grading. In MECH 223, extensive historical data for marking time was available, and a significant reduction in marking time per exam (30%) was observed. This time savings included time saved handling papers and entering grades. Additional benefits were also observed through the use of this system: grades and histograms are available per question in real-time; time and grader tracking data is available; exam regrading is simplified; and there is a digital record of each exam for archiving purposes as well as to prevent issues of students altering papers prior to requesting regrading. Special safeguards had to be put in place due to freedom of information and privacy protection (FOIPP) requirements in British Columbia. We haveobserved a slightly lower cost per graded page with Crowdmark ($0.426/page) compared to a conventional exam ($0.439/page), but this includes outsourcing printing and scanning to an industrial-scale printing company. We consider this essentially cost-neutral, but like Crowdmarkfor all of the other benefits it offers.

Abstract Evaluation of report-based assignments, especially in larger classes, adds a considerable marking load. Even with detailed rubrics, subjectivity may lead to grading variations and inaccuracies. Evaluation of others’ work can also be a very informative and educational experience, improving their skill through exposure to a broader performance range. Involving students in peer evaluation can potentially address both of these issues by reducing marking load, providing alternate (and increased number of) assessments, and by exposing students to a broader spectrum of report skills thus enhancing their own knowledge. This paper discusses the results of an experiment in peer assessment and whether it can be exploited to reduce marking effort, improve accuracy for report assignment evaluation and improve student skill. The data was gathered from assignments in two different engineering classes: a second year course on safety and environmental stewardship, and a senior course on engineering economics. For the second-year course, an individual essay assignment was marked by the instructor and two peers. The three evaluations were analyzed to assess the accuracy and assign a grade. For the senior course, a group report on a case study was self and peer evaluated. These evaluations were used to derive a grade for the report directly if the self and peer results were within a prescribed tolerance; other cases were resolved by instructor intervention. The results were analyzed considering the number of outliers, range of scores, and the number of cases which had to be resolved by theinstructor. Parameters considered in assessing the results of the experiment included: the correlation between assessments, the learning opportunities for students, and instructor marking effort required. (preliminary analysis) Results suggest positive gains in reducing effort. Improved accuracy and enhanced student learning are also expected.

This article discusses the role of the academic library in contributing to the reconciliation process in Australia through the lens of James Cook University. Reconciliation in this context is defined as the process to bring together Indigenous and non-Indigenous Australian peoples to overcome the gap that exists between them. Two of James Cook University’s campuses are located in North Queensland, an area with a high Indigenous population. It has in place a Reconciliation Action Plan and Statement of Strategic Intent, which provide a clear statement supporting its Indigenous students and staff. This article focuses on the participation of James Cook University Library and Information Service in the university’s reconciliation goals through four broad areas of interest: procurement, engagement, staffing, and information literacy training. Of particular note is the naming of the Townsville Campus library – the Eddie Koiki Mabo Library – in recognition of Mabo’s connection with James Cook University, marking the significance of the role this Indigenous man played in Australia’s history.

Education is fundamental for human progress. A student is evaluated by the mark he/she scores. The evaluation of student’s work is a central aspect of the teaching profession that can affect students in significant ways. Though teachers use multiple criteria for assessing student work, it is not known if emotions are a factor in their grading decisions. Also, there are several mistakes that occur on the department's side like totaling error, marking mistakes. So, we are developing software to automate the evaluation of answers using Natural Language Processing and Machine Learning. There are two modules, in the first module, we use Optical Character Recognition to extract a handwritten font from the uploaded file and the second module evaluates the answer based on various factors and the mark is awarded. For every answer being entered, evaluation is done based on the usage of word, their importance and grammatical meaning of the sentence. With this approach we can save the cost of checking the answers manually and reduce the workload of the teachers by automating the manual checking process. The evaluation time is also reduced by using this software.

Learning pattern of Islamic higher education, especially in Indonesia, is generally dominated by conventional learning with teacher-centered approach in which learning process focuses on the lectures, not on the students. As a result, the students tend to be passive and poor of creativity, less capable of arguing, trying, and appreciating science. Considering this reality, it is a necessity to make some efforts of reconstructing that learning pattern. One of them is doing bench-marking against universities in Australia, like Melbourne University. Therefore, this study focuses on learning management system of Melbourne University in relation to the development of learning quality. The result of the study shows that learning strategy developed at Melbourne University enhances student active learning through a variety of learning experiences, such as on-line discussion (collaborative learning), weekly readings, weekly exams, weekly assignments (independent learning), class presentation, and round table discussion. In addition, learning management system at Melbourne University has been running well along with an integrated system of ICT that enables the lecturers to communicate their courses and enables the students to interact dynamically with the tasks, lectures, and other students. It is expected that this can be an inspiration and alternative model for Islamic higher education institutions in Indonesia in designing their learning pattern and environment to promote active learning.

Introduction With the recent introduction of registration for paramedics, and an absence of assessment tools that align undergraduate paramedic student practice to competency standards, this pilot study undertook to develop and evaluate a competency assessment tool designed to provide a standardised approach to student competency assessment. This paper reports the first part of a two-part enquiry evaluating the efficacy of the Australasian Paramedic Competency Assessment Tool (APCAT) to assess the practice competency of undergraduate paramedic students. Methods With a focus on gathering professional opinion to evaluate the usability of the tool and inform its development, a mixed methods methodology including a survey and open-ended questions were used to gather data from paramedic educators and on-road assessors in Australia and New Zealand. Data were analysed using descriptive statistics and content analysis. Results The outcome of the evaluation was positive, indicating that 81% agreed or strongly agreed that the tool was user-friendly; 71% believed that expectations of student performance and the grading system was clear; 70% found year level descriptors reflected practice expectations; and 66% believed that the resource manual provided adequate guidance. Conclusion The APCAT is simple and aligns student practice expectations with competency standards. Results indicate the support for a consistent approach for assessment of undergraduate paramedic student competence. Further research will be undertaken to determine the efficacy of using this tool to assess students in the clinical setting.

IntroductionHigh Fidelity Simulations (HFS) are increasingly used to develop Non-Technical Skills (NTS) in healthcare providers, medical and nursing students. Instruments to measure NTS are needed to evaluate the healthcare providers’ (HCPs) performance during HFS. The aim of this systematic review is to describe the domains, items, characteristics and psychometric properties of instruments devised to evaluate the NTS of HCPs during HFS.MethodsA systematic review of the literature was performed according to the Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA). Studies were retrieved from PubMed, Cinahl, Web of Science, Cochrane Library, ProQuest and PubPsych. Studies evaluating the measurement properties of instruments used to assess NTS during HFS training were included. Pairs of independent reviewers determined the eligibility, extracted and evaluated the data. Risk of bias and appraisal of the methodological quality of the studies was assessed using the Consensus-based Standards for the selection of health Measurement Instruments (COSMIN) checklist, and the quality of the evidence with the Grading of Recommendations, Assessment, Development and Evaluation (GRADE).ResultsA total of 3,953 articles were screened. A total of 110 reports were assessed for eligibility and 26 studies were included. Studies were conducted in Europe/United Kingdom (n = 13; 50%), North America/Australia (n = 12; 46%) and Thailand (n = 1; 4%). The NTS instruments reported in this review included from 1 to 14 domains (median of 4, Q1 = 3.75, Q3 = 5) and from 3 to 63 items (median of 15, Q1 = 10, Q3 = 19.75). Out of 19 NTS assessment instruments for HFS, the Team Emergency Assessment Measure (TEAM) can be recommended for use to assess NTS. All the other instruments require further research to assess their quality in order to be recommended for use during HFS training. Eight NTS instruments had a positive overall rating of their content validity with at least a moderate quality of evidence.ConclusionAmong a large variety of published instruments, TEAM can be recommended for use to assess NTS during HFS. Evidence is still limited on essential aspects of validity and reliability of all the other NTS instruments included in this review. Further research is warranted to establish their performance in order to be reliably used for HFS.

IntroductionRegional identity is a constant construction, in which landscape, human activity and cultural imaginary build a narrative of place. For the Tasmanian Midlands, the interactions between history, ecology and agriculture both define place and present problems in how to recognise, communicate and balance these interactions. In this sense, regionality is defined not so much as a relation of margin to centre, but as a specific accretion of environmental and cultural histories. According weight to more-than-human perspectives, a region can be seen as a constellation of plant, animal and human interactions and demands, where creative art and design can make space and give voice to the dynamics of exchange between the landscape and its inhabitants. Consideration of three recent art and design projects based in the Midlands reveal the potential for cross-disciplinary research, embedded in both environment and community, to create distinctive and specific forms of connectivity that articulate a regional identify.The Tasmanian Midlands have been identified as a biodiversity hotspot (Australian Government), with a long history of Aboriginal cultural management disrupted by colonial invasion. Recent archaeological work in the Midlands, including the Kerry Lodge Archaeology and Art Project, has focused on the use of convict labour during the nineteenth century in opening up the Midlands for settler agriculture and transport. Now, the Midlands are placed under increasing pressure by changing agricultural practices such as large-scale irrigation. At the same time as this intensification of agricultural activity, significant progress has been made in protecting, preserving and restoring endemic ecologies. This progress has come through non-government conservation organisations, especially Greening Australia and their program Tasmanian Island Ark, and private landowners placing land under conservation covenants. These pressures and conservation activities give rise to research opportunities in the biological sciences, but also pose challenges in communicating the value of conservation and research outcomes to a wider public. The Species Hotel project, beginning in 2016, engaged with the aims of restoration ecology through speculative design while The Marathon Project, a multi-year curatorial art project based on a single property that contains both conservation and commercially farmed zones.This article questions the role of regionality in these three interconnected projects—Kerry Lodge, Species Hotel, and Marathon—sited in the Tasmanian Midlands: the three projects share a concern with the specificities of the region through engagement with specifics sites and their histories and ecologies, while also acknowledging the forces that shape these sites as far more mobile and global in scope. It also considers the interdisciplinary nature of these projects, in the crossover of art and design with ecological, archaeological and agricultural practices of measuring and intervening in the land, where communication and interpretation may be in tension with functionality. These projects suggest ways of working that connect the ecological and the cultural spheres; importantly, they see rural locations as sites of knowledge production; they test the value of small-scale and ephemeral interventions to explore the place of art and design as intervention within colonised landscape.Regions are also defined by overlapping circles of control, interest, and authority. We test the claim that these projects, which operate through cross-disciplinary collaboration and network with a range of stakeholders and community groups, successfully benefit the region in which they are placed. We are particularly interested in the challenges of working across institutions which both claim and enact connections to the region without being centred there. These projects are initiatives resulting from, or in collaboration with, University of Tasmania, an institution that has taken a recent turn towards explicitly identifying as place-based yet the placement of the Midlands as the gap between campuses risks attenuating the institution’s claim to be of this place. Paul Carter, in his discussion of a regional, site-specific collaboration in Alice Springs, flags how processes of creative place-making—operating through mythopoetic and story-based strategies—requires a concrete rather than imagined community that actively engages a plurality of voices on the ground. We identify similar concerns in these art and design projects and argue that iterative and long-term creative projects enable a deeper grappling with the complexities of shared regional place-making. The Midlands is aptly named: as a region, it is defined by its geographical constraints and relationships to urban centres. Heading south from the northern city of Launceston, travellers on the Midland Highway see scores of farming properties networking continuously for around 175 kilometres south to the outskirts of Brighton, the last major township before the Tasmanian capital city of Hobart. The town of Ross straddles latitude 42 degrees south—a line that has historically divided Tasmania into the divisions of North and South. The region is characterised by extensive agricultural usage and small remnant patches of relatively open dry sclerophyll forest and lowland grassland enabled by its lower attitude and relatively flatter terrain. The Midlands sit between the mountainous central highlands of the Great Western Tiers and the Eastern Tiers, a continuous range of dolerite hills lying south of Ben Lomond that slope coastward to the Tasman Sea. This area stretches far beyond the view of the main highway, reaching east in the Deddington and Fingal valleys. Campbell Town is the primary stopping point for travellers, superseding the bypassed towns, which have faced problems with lowering population and resulting loss of facilities.Image 1: Southern Midland Landscape, Ross, Tasmania, 2018. Image Credit: Patrick Sutczak.Predominantly under private ownership, the Tasmanian Midlands are a contested and fractured landscape existing in a state of ecological tension that has occurred with the dominance of western agriculture. For over 200 years, farmers have continually shaped the land and carved it up into small fragments for different agricultural agendas, and this has resulted in significant endemic species decline (Mitchell et al.). The open vegetation was the product of cultural management of land by Tasmanian Aboriginal communities (Gammage), attractive to settlers during their distribution of land grants prior to the 1830s and a focus for settler violence. As documented cartographically in the Centre for 21st Century Humanities’ Colonial Frontier Massacres in Central and Eastern Australia 1788–1930, the period 1820–1835, and particularly during the Black War, saw the Midlands as central to the violent dispossession of Aboriginal landowners. Clements argues that the culture of violence during this period also reflected the brutalisation that the penal system imposed upon its subjects. The cultivation of agricultural land throughout the Midlands was enabled by the provision of unfree convict labour (Dillon). Many of the properties granted and established during the colonial period have been held in multi-generational family ownership through to the present.Within this patchwork of private ownership, the tension between visibility and privacy of the Midlands pastures and farmlands challenges the capacity for people to understand what role the Midlands plays in the greater Tasmanian ecology. Although half of Tasmania’s land areas are protected as national parks and reserves, the Midlands remains largely unprotected due to private ownership. When measured against Tasmania’s wilderness values and reputation, the dry pasturelands of the Midland region fail to capture an equivalent level of visual and experiential imagination. Jamie Kirkpatrick describes misconceptions of the Midlands when he writes of “[f]latness, dead and dying eucalypts, gorse, brown pastures, salt—environmental devastation […]—these are the common impression of those who first travel between Spring Hill and Launceston on the Midland Highway” (45). However, Kirkpatrick also emphasises the unique intimate and intricate qualities of this landscape, and its underlying resilience. In the face of the loss of paddock trees and remnants to irrigation, change in species due to pasture enrichment and introduction of new plant species, conservation initiatives that not only protect but also restore habitat are vital. The Tasmanian Midlands, then, are pastoral landscapes whose seeming monotonous continuity glosses over the radical changes experienced in the processes of colonisation and intensification of agriculture.Underlying the Present: Archaeology and Landscape in the Kerry Lodge ProjectThe major marker of the Midlands is the highway that bisects it. Running from Hobart to Launceston, the construction of a “great macadamised highway” (Department of Main Roads 10) between 1820–1850, and its ongoing maintenance, was a significant colonial project. The macadam technique, a nineteenth century innovation in road building which involved the laying of small pieces of stone to create a surface that was relatively water and frost resistant, required considerable but unskilled labour. The construction of the bridge at Kerry Lodge, in 1834–35, was simultaneous with significant bridge buildings at other major water crossings on the highway, (Department of Main Roads 16) and, as the first water crossing south of Launceston, was a pinch-point through which travel of prisoners could be monitored and controlled. Following the completion of the bridge, the site was used to house up to 60 male convicts in a road gang undergoing secondary punishment (1835–44) and then in a labour camp and hiring depot until 1847. At the time of the La Trobe report (1847), the buildings were noted as being in bad condition (Brand 142–43). After the station was disbanded, the use of the buildings reverted to the landowners for use in accommodation and agricultural storage.Archaeological research at Kerry Lodge, directed by Eleanor Casella, investigated the spatial and disciplinary structures of smaller probation and hiring depots and the living and working conditions of supervisory staff. Across three seasons (2015, 2016, 2018), the emerging themes of discipline and control and as well as labour were borne out by excavations across the site, focusing on remnants of buildings close to the bridge. This first season also piloted the co-presence of a curatorial art project, which grew across the season to include eleven practitioners in visual art, theatre and poetry, and three exhibition outcomes. As a crucial process for the curatorial art project, creative practitioners spent time on site as participants and observers, which enabled the development of responses that interrogated the research processes of archaeological fieldwork as well as making connections to the wider historical and cultural context of the site. Immersed in the mundane tasks of archaeological fieldwork, the practitioners involved became simultaneously focused on repetitive actions while contemplating the deep time contained within earth. This experience then informed the development of creative works interrogating embodied processes as a language of site.The outcome from the first fieldwork season was earthspoke, an exhibition shown at Sawtooth, an artist-run initiative in Launceston in 2015, and later re-installed in Franklin House, a National Trust property in the southern suburbs of Launceston.Images 2 and 3: earthspoke, 2015, Installation View at Sawtooth ARI (top) and Franklin House (bottom). Image Credits: Melanie de Ruyter.This recontextualisation of the work, from contemporary ARI (artist run initiative) gallery to National Trust property enabled the project to reach different audiences but also raised questions about the emphases that these exhibition contexts placed on the work. Within the white cube space of the contemporary gallery, connections to site became more abstracted while the educational and heritage functions of the National Trust property added further context and unintended connotations to the art works.Image 4: Strata, 2017, Installation View. Image Credit: Karen Hall.The two subsequent exhibitions, Lines of Site (2016) and Strata (2017), continued to test the relationship between site and gallery, through works that rematerialised the absences on site and connected embodied experiences of convict and archaeological labour. The most recent iteration of the project, Strata, part of the Ten Days on the Island art festival in 2017, involved installing works at the site, marking with their presence the traces, fragments and voids that had been reburied when the landscape returned to agricultural use following the excavations. Here, the interpretive function of the works directly addressed the layered histories of the landscape and underscored the scope of the human interventions and changes over time within the pastoral landscape. The interpretative role of the artworks formed part of a wider, multidisciplinary approach to research and communication within the project. University of Manchester archaeology staff and postgraduate students directed the excavations, using volunteers from the Launceston Historical Society. Staff from Launceston’s Queen Victorian Museum and Art Gallery brought their archival and collection-based expertise to the site rather than simply receiving stored finds as a repository, supporting immediate interpretation and contextualisation of objects. In 2018, participation from the University of Tasmania School of Education enabled a larger number of on-site educational activities than afforded by previous open days. These multi-disciplinary and multi-organisational networks, drawn together provisionally in a shared time and place, provided rich opportunities for dialogue. However, the challenges of sustaining these exchanges have meant ongoing collaborations have become more sporadic, reflecting different institutional priorities and competing demands on participants. Even within long-term projects, continued engagement with stakeholders can be a challenge: while enabling an emerging and concrete sense of community, the time span gives greater vulnerability to external pressures. Making Home: Ecological Restoration and Community Engagement in the Species Hotel ProjectImages 5 and 6: Selected Species Hotels, Ross, Tasmania, 2018. Image Credits: Patrick Sutczak. The Species Hotels stand sentinel over a river of saplings, providing shelter for animal communities within close range of a small town. At the township of Ross in the Southern Midlands, work was initiated by restoration ecologists to address the lack of substantial animal shelter belts on a number of major properties in the area. The Tasmania Island Ark is a major Greening Australia restoration ecology initiative, connecting 6000 hectares of habitat across the Midlands. Linking larger forest areas in the Eastern Tiers and Central Highlands as well as isolated patches of remnant native vegetation, the Ark project is vital to the ongoing survival of local plant and animal species under pressure from human interventions and climate change. With fragmentation of bush and native grasslands in the Midland landscape resulting in vast open plains, the ability for animals to adapt to pasturelands without shelter has resulted in significant decline as animals such as the critically endangered Eastern Barred Bandicoot struggle to feed, move, and avoid predators (Cranney). In 2014 mass plantings of native vegetation were undertaken along 16km of the serpentine Macquarie River as part of two habitat corridors designed to bring connectivity back to the region. While the plantings were being established a public art project was conceived that would merge design with practical application to assist animals in the area, and draw community and public attention to the work that was being done in re-establishing native forests. The Species Hotel project, which began in 2016, emerged from a collaboration between Greening Australia and the University of Tasmania’s School of Architecture and Design, the School of Land and Food, the Tasmanian College of the Arts and the ARC Centre for Forest Value, with funding from the Ian Potter Foundation. The initial focus of the project was the development of interventions in the landscape that could address the specific habitat needs of the insect, small mammal, and bird species that are under threat. First-year Architecture students were invited to design a series of structures with the brief that they would act as ‘Species Hotels’, and once created would be installed among the plantings as structures that could be inhabited or act as protection. After installation, the privately-owned land would be reconfigured so to allow public access and observation of the hotels, by residents and visitors alike. Early in the project’s development, a concern was raised during a Ross community communication and consultation event that the surrounding landscape and its vistas would be dramatically altered with the re-introduced forest. While momentary and resolved, a subtle yet obvious tension surfaced that questioned the re-writing of an established community’s visual landscape literacy by non-residents. Compact and picturesque, the architectural, historical and cultural qualities of Ross and its location were not only admired by residents, but established a regional identity. During the six-week intensive project, the community reach was expanded beyond the institution and involved over 100 people including landowners, artists, scientists and school children from the region (Wright), attempting to address and channel the concerns of residents about the changing landscape. The multiple timescales of this iterative project—from intensive moments of collaboration between stakeholders to the more-than-human time of tree growth—open spaces for regional identity to shift as both as place and community. Part of the design brief was the use of fully biodegradable materials: the Species Hotels are not expected to last forever. The actual installation of the Species Hotelson site took longer than planned due to weather conditions, but once on site they were weathering in, showing signs of insect and bird habitation. This animal activity created an opportunity for ongoing engagement. Further activities generated from the initial iteration of Species Hotel were the Species Hotel Day in 2017, held at the Ross Community Hall where presentations by scientists and designers provided feedback to the local community and presented opportunities for further design engagement in the production of ephemeral ‘species seed pies’ placed out in and around Ross. Architecture and Design students have gone on to develop more examples of ‘ecological furniture’ with a current focus on insect housing as well as extrapolating from the installation of the Species Hotels to generate a VR visualisation of the surrounding landscape, game design and participatory movement work that was presented as part of the Junction Arts Festival program in Launceston, 2017. The intersections of technologies and activities amplified the lived in and living qualities of the Species Hotels, not only adding to the connectivity of social and environmental actions on site and beyond, but also making a statement about the shared ownership this project enabled.Working Property: Collaboration and Dialogues in The Marathon Project The potential of iterative projects that engage with environmental concerns amid questions of access, stewardship and dialogue is also demonstrated in The Marathon Project, a collaborative art project that took place between 2015 and 2017. Situated in the Northern Midland region of Deddington alongside the banks of the Nile River the property of Marathon became the focal point for a small group of artists, ecologists and theorists to converge and engage with a pastoral landscape over time that was unfamiliar to many of them. Through a series of weekend camps and day trips, the participants were able to explore and follow their own creative and investigative agendas. The project was conceived by the landowners who share a passion for the history of the area, their land, and ideas of custodianship and ecological responsibility. The intentions of the project initially were to inspire creative work alongside access, engagement and dialogue about land, agriculture and Deddington itself. As a very small town on the Northern Midland fringe, Deddington is located toward the Eastern Tiers at the foothills of the Ben Lomond mountain ranges. Historically, Deddington is best known as the location of renowned 19th century landscape painter John Glover’s residence, Patterdale. After Glover’s death in 1849, the property steadily fell into disrepair and a recent private restoration effort of the home, studio and grounds has seen renewed interest in the cultural significance of the region. With that in mind, and with Marathon a neighbouring property, participants in the project were able to experience the area and research its past and present as a part of a network of working properties, but also encouraging conversation around the region as a contested and documented place of settlement and subsequent violence toward the Aboriginal people. Marathon is a working property, yet also a vital and fragile ecosystem. Marathon consists of 1430 hectares, of which around 300 lowland hectares are currently used for sheep grazing. The paddocks retain their productivity, function and potential to return to native grassland, while thickets of gorse are plentiful, an example of an invasive species difficult to control. The rest of the property comprises eucalypt woodlands and native grasslands that have been protected under a conservation covenant by the landowners since 2003. The Marathon creek and the Nile River mark the boundary between the functional paddocks and the uncultivated hills and are actively managed in the interface between native and introduced species of flora and fauna. This covenant aimed to preserve these landscapes, linking in with a wider pattern of organisations and landowners attempting to address significant ecological degradation and isolation of remnant bushland patches through restoration ecology. Measured against the visibility of Tasmania’s wilderness identity on the national and global stage, many of the ecological concerns affecting the Midlands go largely unnoticed. The Marathon Project was as much a project about visibility and communication as it was about art and landscape. Over the three years and with its 17 participants, The Marathon Project yielded three major exhibitions along with numerous public presentations and research outputs. The length of the project and the autonomy and perspectives of its participants allowed for connections to be formed, conversations initiated, and greater exposure to the productivity and sustainability complexities playing out on rural Midland properties. Like Kerry Lodge, the 2015 first year exhibition took place at Sawtooth ARI. The exhibition was a testing ground for artists, and a platform for audiences, to witness the cross-disciplinary outputs of work inspired by a single sheep grazing farm. The interest generated led to the rethinking of the 2016 exhibition and the need to broaden the scope of what the landowners and participants were trying to achieve. Image 7: Panel Discussion at Open Weekend, 2016. Image Credit: Ron Malor.In November 2016, The Marathon Project hosted an Open Weekend on the property encouraging audiences to visit, meet the artists, the landowners, and other invited guests from a number of restoration, conservation, and rehabilitation organisations. Titled Encounter, the event and accompanying exhibition displayed in the shearing shed, provided an opportunity for a rhizomatic effect with the public which was designed to inform and disseminate historical and contemporary perspectives of land and agriculture, access, ownership, visitation and interpretation. Concluding with a final exhibition in 2017 at the University of Tasmania’s Academy Gallery, The Marathon Project had built enough momentum to shape and inform the practice of its participants, the knowledge and imagination of the public who engaged with it, and make visible the precarity of the cultural and rural Midland identity.Image 8. Installation View of The Marathon Project Exhibition, 2017. Image Credit: Patrick Sutczak.ConclusionThe Marathon Project, Species Hotel and the Kerry Lodge Archaeology and Art Project all demonstrate the potential of site-based projects to articulate and address concerns that arise from the environmental and cultural conditions and histories of a region. Beyond the Midland fence line is a complex environment that needed to be experienced to be understood. Returning creative work to site, and opening up these intensified experiences of place to a public forms a key stage in all these projects. Beyond a commitment to site-specific practice and valuing the affective and didactic potential of on-site installation, these returns grapple with issues of access, visibility and absence that characterise the Midlands. Paul Carter describes his role in the convening of a “concretely self-realising creative community” in an initiative to construct a meeting-place in Alice Springs, a community defined and united in “its capacity to imagine change as a negotiation between past, present and future” (17). Within that regional context, storytelling, as an encounter between histories and cultures, became crucial in assembling a community that could in turn materialise story into place. In these Midlands projects, a looser assembly of participants with shared interests seek to engage with the intersections of plant, human and animal activities that constitute and negotiate the changing environment. The projects enabled moments of connection, of access, and of intervention: always informed by the complexities of belonging within regional locations.These projects also suggest the need to recognise the granularity of regionalism: the need to be attentive to the relations of site to bioregion, of private land to small town to regional centre. The numerous partnerships that allow such interconnect projects to flourish can be seen as a strength of regional areas, where proximity and scale can draw together sets of related institutions, organisations and individuals. However, the tensions and gaps within these projects reveal differing priorities, senses of ownership and even regional belonging. Questions of who will live with these project outcomes, who will access them, and on what terms, reveal inequalities of power. Negotiations of this uneven and uneasy terrain require a more nuanced account of projects that do not rely on the geographical labelling of regions to paper over the complexities and fractures within the social environment.These projects also share a commitment to the intersection of the social and natural environment. They recognise the inextricable entanglement of human and more than human agencies in shaping the landscape, and material consequences of colonialism and agricultural intensification. Through iteration and duration, the projects mobilise processes that are responsive and reflective while being anchored to the materiality of site. Warwick Mules suggests that “regions are a mixture of data and earth, historically made through the accumulation and condensation of material and informational configurations”. Cross-disciplinary exchanges enable all three projects to actively participate in data production, not interpretation or illustration afterwards. Mules’ call for ‘accumulation’ and ‘configuration’ as productive regional modes speaks directly to the practice-led methodologies employed by these projects. The Kerry Lodge and Marathon projects collect, arrange and transform material taken from each site to provisionally construct a regional material language, extended further in the dual presentation of the projects as off-site exhibitions and as interventions returning to site. The Species Hotel project shares that dual identity, where materials are chosen for their ability over time, habitation and decay to become incorporated into the site yet, through other iterations of the project, become digital presences that nonetheless invite an embodied engagement.These projects centre the Midlands as fertile ground for the production of knowledge and experiences that are distinctive and place-based, arising from the unique qualities of this place, its history and its ongoing challenges. Art and design practice enables connectivity to plant, animal and human communities, utilising cross-disciplinary collaborations to bring together further accumulations of the region’s intertwined cultural and ecological landscape.ReferencesAustralian Government Department of the Environment and Energy. Biodiversity Conservation. Canberra: Commonwealth of Australia, 2018. 1 Apr. 2019 <http://www.environment.gov.au/biodiversity/conservation>.Brand, Ian. The Convict Probation System: Van Diemen’s Land 1839–1854. Sandy Bay: Blubber Head Press, 1990.Carter, Paul. “Common Patterns: Narratives of ‘Mere Coincidence’ and the Production of Regions.” Creative Communities: Regional Inclusion & the Arts. Eds. Janet McDonald and Robert Mason. Bristol: Intellect, 2015. 13–30.Centre for 21st Century Humanities. Colonial Frontier Massacres in Central and Eastern Australia 1788–1930. Newcastle: Centre for 21st Century Humanitie, n.d. 1 Apr. 2019 <https://c21ch.newcastle.edu.au/colonialmassacres/>.Clements, Nicholas. The Black War: Fear, Sex and Resistance in Tasmania. St Lucia: U of Queensland P, 2014. Cranney, Kate. Ecological Science in the Tasmanian Midlands. Melbourne: Bush Heritage Australia, 2016. 1 Apr. 2019 <https://www.bushheritage.org.au/blog/ecological-science-in-the-tasmanian-midlands>.Davidson N. “Tasmanian Northern Midlands Restoration Project.” EMR Summaries, Journal of Ecological Management & Restoration, 2016. 10 Apr. 2019 <https://site.emrprojectsummaries.org/2016/03/07/tasmanian-northern-midlands-restoration-project/>.Department of Main Roads, Tasmania. Convicts & Carriageways: Tasmanian Road Development until 1880. Hobart: Tasmanian Government Printer, 1988.Dillon, Margaret. “Convict Labour and Colonial Society in the Campbell Town Police District: 1820–1839.” PhD Thesis. U of Tasmania, 2008. <https://eprints.utas.edu.au/7777/>.Gammage, Bill. The Biggest Estate on Earth: How Aborigines Made Australia. Crows Nest: Allen & Unwin, 2012.Greening Australia. Building Species Hotels, 2016. 1 Apr. 2019 <https://www.greeningaustralia.org.au/projects/building-species-hotels/>.Kerry Lodge Archaeology and Art Project. Kerry Lodge Convict Site. 10 Mar. 2019 <http://kerrylodge.squarespace.com/>.Kirkpatrick, James. “Natural History.” Midlands Bushweb, The Nature of the Midlands. Ed. Jo Dean. Longford: Midlands Bushweb, 2003. 45–57.Mitchell, Michael, Michael Lockwood, Susan Moore, and Sarah Clement. “Building Systems-Based Scenario Narratives for Novel Biodiversity Futures in an Agricultural Landscape.” Landscape and Urban Planning 145 (2016): 45–56.Mules, Warwick. “The Edges of the Earth: Critical Regionalism as an Aesthetics of the Singular.” Transformations 12 (2005). 1 Mar. 2019 <http://transformationsjournal.org/journal/issue_12/article_03.shtml>.The Marathon Project. <http://themarathonproject.virb.com/home>.University of Tasmania. Strategic Directions, Nov. 2018. 1 Mar. 2019 <https://www.utas.edu.au/vc/strategic-direction>.Wright L. “University of Tasmania Students Design ‘Species Hotels’ for Tasmania’s Wildlife.” Architecture AU 24 Oct. 2016. 1 Apr. 2019 <https://architectureau.com/articles/university-of-tasmania-students-design-species-hotels-for-tasmanias-wildlife/>.

This story not for myself … all over Australia story.No matter Aborigine, White-European, secret before,Didn’t like im before White-European…This time White-European must come to Aborigine,Listen Aborigine and understand it.Understand that culture, secret, what dreaming.— Senior Lawman Neidjie, Story about Feeling (78)IntroductionIn Senior Lawman Neidjie’s beautiful little book, with big knowledge, Story about Feeling (1989), he shares with us, his readers, the importance of feeling our connectedness with the land around us. We have heard his words and this is our effort to articulate our respect and responsibility in return. We are a small group of undergraduate students and a lecturer at the University of Newcastle (a mixed “mob” with non-Aboriginal and Aboriginal heritages) participating in an English course designed around listening to the knowledge stories of Country, in the context of Country as the energy and agency of the lands around us and not just a physical setting, as shared by those who know it best. We are a diverse group of people. We have different, individual, purposes for taking this course, but with a common willingness to listen which has been strengthened through our exposure to Aboriginal literature. This paper is the result of our lived experience of practice-led research. We have written this paper as a collective group and therefore we use “we” to represent and encompass our distinct voices in this shared learning journey. We write this paper within the walls, physically and psychologically, of western academia, built on the lands of the Darkinjung peoples. Our hope is to rethink the limits of epistemic boundaries in western discourses of education; to engage with Aboriginal ways of knowing predominantly through the pedagogical and personal act of listening. We aspire to reimagine our understanding of, and complicity with, public memory while simultaneously shifting our engagement with the land on which we stand, learn, and live. We ask ourselves: can we re-imagine the institutionalised space of our classroom through a dialogic pedagogy? To attempt to do this we have employed intersubjective dialogues, where our role is mostly that of listeners (readers) of stories of Country shared by Aboriginal voices and knowledges such as Neidjie’s. This paper is an articulation of our learning journey to re-imagine the tertiary classroom, re-imagine the relationship between Aboriginal and non-Aboriginal Australian knowledges, perspectives and peoples, re-imagine our collective consciousness on Aboriginal lands and, ultimately, to re-imagine ourselves. Re-imagining the Tertiary English Literature Classroom Our intersubjective dialogues have been built around listening to the stories (reading a book) from Aboriginal Elders who share the surface knowledge of stories from their Countries. These have been the voices of Neidjie, Max Dulumunmun Harrison in My People’s Dreaming (2013), and Laklak Burarrwanga et al. in Welcome to My Country (2013). Using a talking circle format, a traditional method of communication based upon equality and respect, within the confines of the four-walled institute of Western education, our learning journey moved through linear time, meeting once a week for two hours for 13 weeks. Throughout this time we employed Joshua Guilar’s notion of an intersubjective dialogue in the classroom to re-imagine our tertiary journey. Guilar emphasises the actions of “listening and respect, direction, character building and authority” (para 1). He argues that a dialogic classroom builds an educative community that engages both learners and teachers “where all parties are open to learning” (para 3). To re-imagine the tertiary classroom via talking circles, the lecturer drew from dialogic instruction which privileges content as:the major emphasis of the instructional conversation. Dialogic instruction includes a sharing of power. The actions of a dialogic instructor can be understood on a continuum with an autocratic instructional style at one end and an overly permissive style on the other. In the middle of the continuum are dialogic-enabling behaviors, which make possible a radical pedagogy. (para 1) Re-imaging the lecturer’s facilitating role has not been without its drawbacks and issues. In particular, she had to examine her own subjectivity and role as teacher while also adhering to the expectations of her job as an academic employee in the University. Assessing students, their developing awareness of Aboriginal ways of knowing, was not without worry. Advocating a paradigm shift from dominant ways of teaching and learning, while also adhering to expected tertiary discourses and procedures (such as developing marking rubrics and providing expectations regarding the format of an essay, referencing information, word limits, writing in standard Australian English and being assessed according to marks out of 100 that are categorised as Fails, Passes, Credits, Distinctions, or High Distinctions) required constant self-reflexivity and attempts at pedagogical transparency, for instance, the rubrics for assessing assignments were designed around the course objectives and then shared with the students to gauge understanding of, and support for, the criteria. Ultimately it was acknowledged that the lecturer’s position within the hierarchy of western learning carried with it an imbalance of power, that is, as much as she desired to create a shared and equal learning space, she decided and awarded final grades. In an effort to continually and consciously work through this, the work of Gayatri Spivak on self-reflexivity was employed: she, the lecturer, has “attempted to foreground the precariousness of [her] position throughout” although she knows “such gestures can never suffice” (271). Spivak’s work on the tendency of dominant discourses and institutions to ignore or deny the validity of non-western knowledges continues to be influential. We acknowledge the limits of our ability to engage in such a radical dialogical pedagogy: there are limits to the creativity and innovativeness that can be produced within a dominant Eurocentric academic framework. Sharing knowledge and stories cannot be a one-way process; all parties have to willingly engage in order to create meaningful exchange. This then, requires that the classroom, and this paper, reflect a space of heterogeneous voices (or “ears” required for listening) that are self-sufficiently open to hearing the stories of knowledge from the traditional custodians. Listening becomes a mode of thought where we are also aware of the impediments in our ability to hear: to hear across cultures, across histories, across generations, and across time and space. The intersubjective dialogues taking place, between us and the stories and also between each other in the classroom, allow us to deepen our understanding of the literature of Country by listening to each other’s voices. Even if they offer different opinions from our own they still contribute to our broader conception of what Country is and can mean to people. By extension, this causes us to re-evaluate the lands upon which we stand, entering a dialogue with place to reinterpret/negotiate our position within the “story” of Country. This learning and listening was re-emphasised with the words of Miriam-Rose Ungunmerr-Baumann’s explanation of “Dadirri”: an inner, deep, contemplative listening and awareness (para 4). To be able to hear these stories has required a radical shift in the way we are listening. To create a space for an intersubjective dialogue to occur between the knowledge stories of Aboriginal peoples who know their Country, and us as individual and distinct listeners, Marcia Langton’s third category of an intersubjective dialogue was used. This type of dialogue involves an exchange between Aboriginal and non-Aboriginal Australians where both are positioned as subjects rather than, as historically has been the case, non-Aboriginal peoples speaking about Aboriginality positioned as “object” and “other” (81). Langton states that: ‘Aboriginality’ arises from the subjective experience of both Aboriginal people and non-Aboriginal people who engage in any intercultural dialogue, whether in actual lived experience or through a mediated experience such as a white person watching a program about Aboriginal people on television or reading a book. Moreover, the creation of ‘Aboriginality’ is not a fixed thing. It is created from out histories. It arises from the intersubjectivity of black and white in dialogue. (31)Langton states that historically the ways Aboriginality has been represented by the ethnographic gaze has meant that “Aboriginality” and what it means is a result of colonisation: Aboriginal peoples did not refer to themselves or think of themselves in such ways before colonisation. Therefore, we respectfully tried to listen to the knowledge stories shared by Aboriginal people through Aboriginal ways of knowing Country. Listening to Stories of Country We use the word “stories” to represent the knowledge of a place that traditional custodians of their land know and willingly share through the public publication of literature. Stories, in our understanding, are not “made-up” fictional narratives but knowledge documents of and from specific places that are physically manifested in the land while embodying metaphysical meaning as well. Stories are connected to the land and therefore they are connected to its people. We use the phrase “surface (public) knowledge” to distinguish between knowledges that anyone can hear and have access to in comparison with more private, deeper layered, secret/sacred knowledge that is not within our rights to possess or even within our ability to understand. We are, however, cognisant that this knowledge is there and respect those who know it. Finally, we employ the word Country, which, as noted above means the energy and agency of the lands around us. As Burarrwanga et al. share:Country has many layers of meaning. It incorporates people, animals, plants, water and land. But Country is more than just people and things, it is also what connects them to each other and to multiple spiritual and symbolic realms. It relates to laws, customs, movement, song, knowledges, relationships, histories, presents, future and spirits. Country can be talked to, it can be known, it can itself communicate, feel and take action. Country for us is alive with story, Law, power and kinship relations that join not only people to each other but link people, ancestors, place, animals, rocks, plants, stories and songs within land and sea. So you see, knowledge about Country is important because it’s about how and where you fit in the world and how you connect to others and to place. (129) Many colonists denied, and many people continue to deny today, the complexity of Aboriginal cultures and ways of knowing: “native traditions” are recorded according to Western epistemology and perceptions. Roslyn Carnes has argued that colonisation has created a situation in Australia, “where Aboriginal voices are white noise to the ears of many non-Indigenous people. […] white privilege and the resulting white noise can be minimised and greater clarity given to Aboriginal voices by privileging Indigenous knowledge and ways of working when addressing Indigenous issues. To minimise the interference of white noise, non-Indigenous people would do well to adopt a position that recognises, acknowledges and utilises some of the strengths that can be learned from Aboriginal culture and Indigenous authors” (2). To negotiate through this “white noise”, to hear the stories of Country beneath it and attempt to decolonise both our minds and the institutional discourses we work and study in (Langton calls for an undermining of the “colonial hegemony” [8]) and we have had to acknowledge and position our subjectivity as Aboriginal and non-Aboriginal peoples and try to situate ourselves as “allied listeners” (Carnes 184). Through allied listening in intersubjective dialogues, we are re-learning (re-imagining) history, reviewing dominant ideas about the world and ways of existing in it and re-situating our own positions of Aboriginality and non-Aboriginality. Rereading the Signs Welcome to My Country by Burarrwanga et al. emphasises that knowledge is embedded in Country, in everything on, in, above, and moving through country. While every rock, tree, waterhole, hill, and animal has a story (stories), so do the winds, clouds, tides, and stars. These stories are layered, they overlap, they interconnect and they remain. A physical representation such as a tree or rock, is a manifestation of a metaphysical moment, event, ancestor. The book encourages us (the readers) to listen to the knowledge that is willingly being shared, thus initiating a layer of intersubjectivity between Yolngu ways of knowing and the intended reader; the book itself is a result of an intersubjective relationship between Aboriginal and non-Aboriginal women and embedded in both of these intersubjective layers is the relationship between us and this land. The book itself offers a way of engaging with the physical environment that combines western processes (standard Australian written English for instance) with Aboriginal ways of knowing, in this instance, Yolngu ways. It is an immediate way of placing oneself in time and space, for instance it was August when we first read the book so it was the dry season and time for hunting. Reading the environment in such a way means that we need to be aware of what is happening around us, allowing us to see the “rules” of a place and “feel” it (Neidjie). We now attempt to listen more closely to our own environments, extending our understanding of place and reconsidering our engagement with Darkinjung land. Neidjie, Harrison, and Burarrwanga et al. share knowledge that helps us re-imagine our way of reading the signs around us—the physical clues (when certain plants flower it might signal the time to catch certain fish or animals; when certain winds blow it might signal the time to perform certain duties) that the land provides but there is also another layer of meaning—explanations for certain animal behaviours, for certain sites, for certain rights. Beneath these layers are other layers that may or may not be spoken of, some of them are hinted at in the text and others, it is explained, are not allowed to be spoken of or shared at this point in time. “We use different language for different levels: surface, middle and hidden. Hidden languages are not known to everyone and are used for specific occasions” (Burarrwanga et al. 131). “Through language we learn about country, about boundaries, inside and outside knowledge” (Burarrwanga et al. 132). Many of the esoteric (knowledge for a certain few) stories are too different from our dominant discourses for us to understand even if they could be shared with us. Laklak Burarrwanga happily shares the surface layer though, and like Neidjie, refers to the reader as “you”. So this was where we began our intersubjective dialogue with Aboriginality, non-Aboriginality and Country. In Harrison’s My People’s Dreaming he explains how Aboriginal ways of knowing are built on watching, listening, and seeing. “If we don’t follow these principles then we don’t learn anything” (59). Engaging with Aboriginal knowledges such as Harrison’s three principles, Neidjie’s encouragement to listen, and Burarrwanga et al.’s welcoming into wetj (sharing and responsibility) has impacted on our own ideas and practices regarding how we learn. We have had to shelve our usual method of deconstructing or analysing a text and instead focus on simply hearing and feeling the stories. If we (as a collective, and individually) perceive “gaps” in the stories or in our understanding, that is, the sense that there is more information embodied in Country than what we are receiving, rather than attempting to find out more, we have respected the act of the surface story being shared, realising that perhaps deeper knowledge is not meant for us (as outsiders, as non-Aboriginal peoples or even as men or as women). This is at odds with how we are generally expected to function as tertiary students (that is, as independent researchers/analytical scholars). We have identified this as a space in which we can listen to Aboriginal ways of knowing to develop our understanding of Aboriginal epistemologies, within a university setting that is governed by western ideologies. Neidjie reminds us that a story might be, “forty-two thousand [years]” old but in sharing a dialogue with each other, we keep it alive (101). Kwaymullina and Kwaymullina argue that in contrast, “the British valued the wheel, but they did not value its connection to the tree” (197), that is, western ways of knowing and being often favour the end result, disregarding the process, the story and the cycle where the learning occurs. Re-imagining Our Roles and Responsibility in Discourses of ReconciliationSuch a space we see as an alternative concept of spatial politics: “one that is rooted not solely in a politics of the nation, but instead reflects the diverse spaces that construct the postcolonial experience” (Upstone 1). We have almost envisioned this as fragmented and compartmentalised palimpsestic layers of different spaces (colonial, western, national, historical, political, topographical, social, educational) constructed on Aboriginal lands and knowledges. In this re-imagined learning space we are trying to negotiate through the white noise to listen to the voices of Aboriginal peoples. The transformative power of these voices—voices that invite us, welcome us, into their knowledge of Country—provide powerful messages for the possibility of change, “It is they who not only present the horrors of current circumstances but, gesturing towards the future, also offer the possibility of a way to move forward” (Upstone 184). In Harrison’s My People’s Dreaming, his chapter on Forgiveness both welcomes the reader into his Country while acknowledging that Australia’s shared history of colonisation is painful to confront, but only by confronting it, can we begin to heal and move forward. While notions of social reconciliation revolve around rebuilding social relations between Aboriginal and non-Aboriginal Australians, “ecological reconciliation involves restoring ecological connectivity, sustaining ecological services, sustaining biodiversity, and making tough decisions from an eco-centric point of view that will not always prioritise human desire” (Rose 7). Deborah Bird Rose identifies four reasons why ecological reconciliation must occur simultaneously with social reconciliation. First, “without an imaginable world for the future, there is no point even to imagining a future for ourselves” (Rose 2). Second, for us to genuinely embrace reconciliation we must work to respond to land rights, environmental restoration and the protection of sacred sites. Third, we must recognise that “society and environment are inextricably connected” (Rose 2) and that this is especially so for Aboriginal Australians. Finally, Aboriginal ways of knowing could provide answers to postcolonial environmental degradation. By employing Guilar’s notion of the dialogic classroom as a method of critical pedagogy designed to promote social justice, we recognise our own responsibilities when it comes to issues such as ecology due to these stories being shared with us about and from Country via the literature we read. We write this paper in the hope of articulating our experience of re-imagining and enacting an embodied cognisance (understood as response and responsibility) tuned towards these ways of knowing. We have re-imagined the classroom as a new space of learning where Aboriginal ways of knowing are respected alongside dominant educational discourses. That is, our reimagined classroom includes: the substance of [...] a transactive public memory [...] informed by the reflexive attentiveness to the retelling or representation of a complex of emotionally evocative narratives and images which define not necessarily agreement but points of connection between people in regard to a past that they both might acknowledge the touch of. (Simon 63) Through an intersubjective dialogic classroom we have attempted to reimagine our relationships with the creators of these texts and the ways of knowing they represent. In doing so, we move beyond dominant paradigms of the land around us, re-assessing our roles and responsibilities in ways that are both practical and manageable in our own lives (within and outside of the classroom). Making conscious our awareness of Aboriginal ways of knowing, we create a collective consciousness in our little circle within the dominant western space of academic discourse to, wilfully and hopefully, contribute to transformative social and educational change outside of it. Because we have heard and listened to the stories of Country: We know White-European got different story.But our story, everything dream,Dreaming, secret, ‘business’…You can’t lose im.This story you got to hang on for you,Children, new children, no-matter new generationAnd how much new generation.You got to hang on this old story because the earth, This ground, earth where you brought up, This earth e grow, you growing little by little, Tree growing with you too, grass…I speaking storyAnd this story you got to hang on, no matter who you, No-matter what country you.You got to understand…this world for us.We came for this world. (Neidjie 166) Acknowledgements The authors acknowledge the traditional custodians of the lands upon which this paper was researched and written. References Burarrwanga, Laklak, Ritjilili Ganambarr, Merrkiyawuy Ganambarr-Stubbs, Banbapuy Ganambarr, Djawundil Maymuru, Sarah Wright, Sandie Suchet-Pearson, and Kate Lloyd. Welcome to My Country. Sydney: Allen & Unwin, 2013. Carnes, Roslyn. “Changing Listening Frequency to Minimise White Noise and Hear Indigenous Voices.” Journal of Australian Indigenous Issues 14.2-3 (2011): 170-84. Guilar, Joshua D. “Intersubjectivity and Dialogic Instruction.” Radical Pedagogy 8.1 (2006): 1. Harrison, Max D. My People’s Dreaming: An Aboriginal Elder Speaks on Life, Land, Spirit and Forgiveness. Sydney: HarperCollins Australia, 2013. Kwaymullina, Ambelin, and Blaze Kwaymullina. “Learning to Read the Signs: Law in an Indigenous Reality.” Journal of Australian Studies 34.2 (2010): 195-208.Langton, Marcia. Well, I Saw It on the Television and I Heard It on the Radio. Sydney: Australian Film Commission, 1993. Neidjie, Bill. Story about Feeling. Broome: Magabala Books, 1989. Rose, Deborah Bird. “The Ecological Power and Promise of Reconciliation.” National Institute of the Environment Public Lecture Series, 20 Nov. 2002. Speech. Parliament House. Simon, Roger. “The Touch of the Past: The Pedagogical Significance of a Transactional Sphere of Public Memory.” Revolutionary Pedagogies: Cultural Politics, Instituting Education, and the Discourse of Theory (2000): 61-80. Spivak, Gayatri. C. “'Can the Subaltern Speak?' Marxism and the Interpretation of Culture.” Marxism and the Interpretation of Culture. Eds. Nelson, Cary and Lawrence Grossberg. Urbana, IL: U of Illinois P, 1988. 271-313. Ungunmerr-Baumann, Miriam-Rose. Dadirri: Inner Deep Listening and Quiet Still Awareness. Emmaus Productions, 2002. 14 June 2015 ‹http://nextwave.org.au/wp-content/uploads/Dadirri-Inner-Deep-Listening-M-R-Ungunmerr-Bauman-Refl.pdf›.Upstone, Sara. Spatial Politics in the Postcolonial Novel. Burlington, VT: Ashgate Publishing, 2013.