ORCID Profile
0000-0002-4617-6445
Current Organisation
University of Tasmania
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Publisher: Informa UK Limited
Date: 24-04-2017
Publisher: Springer Science and Business Media LLC
Date: 09-2017
Publisher: Informa UK Limited
Date: 19-06-2018
Publisher: Faculty of Navigation
Date: 2023
Publisher: Informa UK Limited
Date: 14-06-2021
Publisher: Informa UK Limited
Date: 05-09-2020
Publisher: Informa UK Limited
Date: 06-11-2018
Publisher: Springer Science and Business Media LLC
Date: 25-09-2018
Publisher: Springer Science and Business Media LLC
Date: 07-07-2020
Publisher: Cambridge University Press (CUP)
Date: 12-02-2020
DOI: 10.1017/S0373463319000894
Abstract: Past research showed that traditional assessment methods that required seafarer students to construct responses based on memorisation and analysing information presented in absence of real-world contexts (e.g. oral examinations and multiple-choice questions) disengaged the students from learning. Memorising information is a lower-order cognitive ability, failure in which led to errors and low academic achievement for students. Authentic assessment methods require students to construct responses through the critical analysis of information presented in real-world contexts. Hence, this research investigated the difference in seafarer students' academic achievement (measured through scores obtained in assessment) in authentic assessment as compared with traditional assessment. Two separate and independent student groups (the ‘control’ group and ‘treatment’ group) were used for a selected unit of learning delivered at the Australian Maritime College within the Bachelor of Nautical Science degree program. Because some past researchers had defined and implemented traditional assessment methods as a single-occasion assessment, this project implemented the assessment in a summative format, as opposed to authentic assessments implemented during student preparation. Analysis of student scores revealed that the authentically assessed students were guided towards significantly higher academic achievement.
Publisher: Springer Science and Business Media LLC
Date: 18-04-2023
DOI: 10.1007/S13437-023-00310-9
Abstract: Past and ongoing research in the design, development, and implementation of fully autonomous and unmanned ships has revealed operational, environmental, and financial benefits for the maritime industry. However, with the benefits of being highly intuitive and intelligent systems, there are risks of mistakes and failures caused by their operators i.e. the unavoidable human element. With predictions of both seafarers and non-seafarers to be involved in the critical operations of autonomous vessels, it was imperative to identify key maritime stakeholders and conduct research which would investigate their beliefs and perceptions on the training requirements of the future shore-based operators. The key maritime stakeholders were 37 participants who were a mix of seafarers, maritime regulators, maritime education and training providers, and persons involved in other facets of the maritime business. The qualitative research involving in-depth interviews with the participants provided key insights which helped in identifying essential skills and competencies towards building a recommendatory framework which can be used as a basis to reform the Standards of Training, Certification, and Watchkeeping (STCW) Code in order to make seafarers future ready.
Publisher: Cambridge University Press (CUP)
Date: 12-2021
DOI: 10.1017/S037346332000051X
Abstract: The objective of this research was to investigate the factors of assessment that students undergoing authentic assessment perceived to be significant regarding their academic achievement. This project advanced past research by the authors which found that the academic achievement of seafarer students was significantly higher in a formatively implemented authentic assessment compared with a summative traditional assessment. The academic achievement (assessment scores) was based on the students’ performance in analysing information presented in a real-world context (authentic assessment) as opposed to the analysis of information presented devoid of a real-world context (traditional assessment). Using the data obtained from students undergoing the authentic assessment, this project correlated their perceptions of authenticity for factors of assessment to their scores in the associated task. Stage 1 focused on deriving the factors conceptually from the definition of the authentic assessment by the authors, based on which a perception survey questionnaire was designed. Stage 2 extracted new factors through a factor analysis conducted using the software SPSS. Both stages of investigation found that the factor of transparency of criteria was a significant predictor of the students’ academic achievement.
Publisher: Informa UK Limited
Date: 03-07-2019
Publisher: Informa UK Limited
Date: 02-07-2020
Publisher: Informa UK Limited
Date: 09-05-2017
No related grants have been discovered for samrat ghosh.