ORCID Profile
0000-0002-5883-7087
Current Organisations
National Institute for Materials Science
,
Monash University - Caulfield Campus
,
Monash University
,
RMIT University
,
University of Melbourne
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Publications
Evaluating a government funded language program MA thesis Unimelb
Publisher: Unpublished
Date: 2015
Advancing Written Feedback Practice Through a Teacher-Researcher Collaboration in a University Spanish Program Kathryn Hill, Ana Maria Ducasse Pages 153-172
Publisher: Springer International Publishing
Date: 2020
Interaction in paired oral proficiency assessment in Spanish: Rater and candidate input into evidence based scale development and construct definition
Publisher: Peter Lang D
Date: 2014
Rhetorical relations in university students' presentations
Publisher: Elsevier BV
Date: 05-2023
Raters as scale makers f or an L2 Spanish speaking test: Using paired test discourse to develop a rating scale for communicativeinteraction (Ana Maria Ducasse)
Publisher: Peter Lang
Oral Reflection Tasks: Advanced Spanish L2 Learner Insights on Emergency Remote Teaching Assessment Practices in a Higher Education Context
Publisher: MDPI AG
Date: 29-01-2022
Abstract: This paper reports on a small-scale study that is the first to explore Advanced Spanish L2 learners’ personal awareness of their language and culture learning through e-assessment tasks in an Emergency Remote Teaching (ERT) context, mediated by five task-specific, in idual spoken reflections. The value of reflection in education, particularly for L2 writing and distance learning, has been explored in different modalities, e.g., in idual spoken reflection and group spoken reflection. Building on previous research, this study explores a group of advanced Spanish L2 learners (n = 25) reflecting on five multi-modal e-assessments through in idually assessed oral audio-recorded post-assessment reflection tasks (n = 125). A thematic content analysis applied to transcriptions yields findings from a pedagogical perspective on language learning, completing assessments and personal affective responses. The learners’ candid and explicit orientations towards various types of multimodal language-learning e-assessment tasks offer instructors information on learners’ awareness of classroom-based assessment tasks being enablers for in idual learning goals.
Novel structurally-stable Na-rich Na4V2O7 cathode material with high reversible capacity by utilization of anion redox activity
Publisher: Royal Society of Chemistry (RSC)
Date: 2020
DOI: 10.1039/D0CC02816A
Abstract: A sodium-rich vanadium compound, Na 4 V 2 O 7 , is investigated as a cathode material for sodium-ion batteries, with a high reversible capacity of 194 mA h g −1 after activating to 4.7 V.
Assessing paired orals: Raters' orientation to interaction
Publisher: SAGE Publications
Date: 24-06-2009
Abstract: Speaking tasks involving peer-to-peer candidate interaction are increasingly being incorporated into language proficiency assessments, in both large-scale international testing contexts, and in smaller-scale, for ex le course-related, ones. This growth in the popularity and use of paired and group orals has stimulated research, particularly into the types of discourse produced and the possible impact of candidate background factors on performance. However, despite the fact that the strongest argument for the validity of peer-to-peer assessment lies in the claim that such tasks allow for the assessment of a broader range of interactional skills than the more traditional interview-format tests do, there is surprisingly little research into the judgments that are made of such performances. The fact that raters, and rating criteria, are in a crucial mediating position between output and outcomes, warrants investigation into how raters construe the interaction in these tasks. Such investigations have the potential to inform the development of interaction-based rating scales and ensure that validity claims are moved beyond the content level to the construct level. This paper reports the findings of a verbal protocol study of teacher-raters viewing the paired test discourse of 17 beginner dyads in a university-based Spanish as a foreign language course. The findings indicate that the raters identified three interaction parameters: non-verbal interpersonal communication, interactive listening, and interactional management. The findings have implications for our understanding of the construct of effective interaction in paired candidate speaking tests, and for the development of appropriate rating scales.
High-Performance NaVO3 with Mixed Cationic and Anionic Redox Reactions for Na-Ion Battery Applications
Publisher: American Chemical Society (ACS)
Date: 15-10-2020
Development of a Spanish generic writing skills scale for the Colombian Graduate Skills Assessment (Saber Pro)
Publisher: The Association for Language Testing and Assessment of Australia and New Zealand
Date: 2015
DOI: 10.58379/DAYB9070
Abstract: While many higher education institutions list the generic skills their graduates are intended to acquire during a course of study (Barrie, 2006), the relevant skills are rarely directly assessed at graduation. In Colombia, exit assessment is compulsory for all post-secondary training and education. To this end, a Spanish-language version of the Australian Graduate Skills Assessment (GSA) was developed for the Colombian context. However, problems were identified with the reliability of the Spanish version of the GSA writing scale. This paper describes the process of replacing the original version of the Spanish-language version of the GSA scale (an intuitively based writing scale) with an empirically based scale developed using a question tree method. Forty raters constructed two holistic (combined trait) and three analytic (in idual trait) writing scales using benchmarked scripts from a previous test administration. The five scales were then trialled. Comparison of the scales showed the eight-level holistic scale provided the widest distribution of scores. This research provides insights into generic writing skill testing for higher education graduates in Colombia. In addition, the study uniquely provides a detailed description of the development of empirically-based analytic and holistic scales for assessing the writing of Spanish-L1 speaking graduates in Colombia.
Contextualised judgements: A comparison of the rating criteria used to judge oral presentations in higher education and speaking performances in the TOEFL iBT™
Publisher: The Association for Language Testing and Assessment of Australia and New Zealand
Date: 2020
DOI: 10.58379/JWID1797
Abstract: This study investigates assessment within oral academic assessment tasks, specifically focusing on the criteria used by discipline specialists and comparing them with those used to assess performance on TOEFL iBTTM speaking tasks. Three pairs of tutors from three faculties took part in verbal report sessions where they watched, rated and discussed the performances of ten native and ten non-native students completing first-year university oral assessment tasks in their discipline. The verbal report sessions were audio recorded, transcribed and segmented into meaning-based units prior to thematic analysis. The features which emerged from the analysis were compared with those described within the TOEFL speaking rubrics. The analysis found that while there were some broad similarities in the focus there were also marked differences. Two of the three TOEFL strands (delivery and content) were well-represented in the academic tasks assessments rubrics and tutor discussion. However, the quality of the non-native students’ language was only of concern when it was perceived as interfering with the student’s ability to communicate. An additional focus in the assessment of university tasks was the use of academic skills, prompts and aids, non-verbal communication and engagement with the audience.
An Equal Challenge? Comparing TOEFL iBT™ Speaking Tasks with Academic Speaking Tasks
Publisher: Informa UK Limited
Date: 15-03-2019
Charge Transport in Nonstoichiometric 2-Fluoropyridinium Triflate Protic Ionic Liquids
Publisher: American Chemical Society (ACS)
Date: 03-09-2019
Contextual variables in written assessment feedback in a university-level Spanish program
Publisher: The Association for Language Testing and Assessment of Australia and New Zealand
Date: 2022
DOI: 10.58379/VRFA3279
Abstract: The ‘situated’ nature of assessment may help to explain why feedback interventions are successful in one setting but not in another. This study reanalyses data from an earlier study (Ducasse & Hill, 2019) using a coherent theory of context, Bronfenbrenner’s ecological framework (1979), to investigate contextual influences on teacher feedback practices and learner responses respectively. Participants comprised 15 beginner, intermediate and advanced level students in an Australian university Spanish language program. Data comprised summative feedback on writing tasks and audio-recordings and transcripts of teacher and student think-aloud protocols, and discussions. Data were analysed in relation to the five systems of Bronfenbrenner’s framework (microsystem, mesosystem, exosystem, macrosystem and chronosystem). The study found teacher practices appeared to be influenced by perceptions of the learners in addition to task and performance characteristics (microsystem), by institutional policies and practices (exosystem) and by external professional accreditation standards (macrosystem). Contextual factors found to influence learner responses included perceptions of the teacher, the timing and valence of feedback (microsystem), course level and maturity as a learner (chronosystem) as well as by other subjects the learners were enrolled in (mesosystem). The study demonstrates the utility of Bronfenbrenner’s framework for systematic reflection on contextual influences in language assessment research.
Test mandate discourse: Debating the role of language tests in citizenship
Publisher: Peter Lang D
Date: 15-03-2019
DOI: 10.3726/B15199
Structural Control of Charge Storage Capacity to Achieve 100% Doping in Vapor Phase-Polymerized PEDOT/Tosylate
Publisher: American Chemical Society (ACS)
Date: 11-12-2019
Such a Nice Gesture: Paired Spanish Interaction in Oral Test Discourse
Publisher: Academy Publication
Date: 11-2013
Language assessment literacy of teachers in an English medium of instruction university: Implications for ELT training in Pakistan
Publisher: The Association for Language Testing and Assessment of Australia and New Zealand
Date: 2022
DOI: 10.58379/BZWF5085
Abstract: In Pakistan, English is the official language and a high level of proficiency is considered a passport to success (Manan et al., 2016). However, little is known about Pakistani English teachers’ assessment knowledge and training needs. This study investigates the language assessment literacy of English language teachers at a multi-c us English Medium Instruction university in Pakistan. The aims were (1) to evaluate whether the EAP teachers were equipped, academically and professionally, to design and conduct language assessment (2) to document teachers’ language assessment challenges in context and (3) to consult teachers on their training needs in assessment. Data comprised questionnaires, semi-structured interviews, and ELT curriculum documents. The analysis revealed little or no training in LAL, large classes, a crowded curriculum, and mixed student abilities impacting on language assessment practices. Implications are discussed for the training needed to support teachers’ language assessment practices that underpin student success in EMI programs.
Evidence-based persuasion: A cross-cultural analysis of entrepreneurial pitch in English and Spanish
Publisher: Springer Science and Business Media LLC
Date: 21-07-2020
Synthesis of Cobalt Phosphides and Their Application as Anodes for Lithium Ion Batteries
Publisher: American Chemical Society (ACS)
Date: 24-01-2013
DOI: 10.1021/AM302877Q
Abstract: A facile thermal decomposing method has been developed for the fabrication of Co(x)P nanostructures with controlled size, phase, and shape (e.g., Co(2)P rod and spheres, CoP hollow and solid particles). An amorphous carbon layer could be introduced by the carbonization of organic surfactants from the precursors. The electrochemical performance of typical CoP and Co(2)P s les as anode materials has been investigated and the CoP hollow nanoparticle with carbon coating layer depicts good capacity retention and high rate capability (e.g., specific capacity of 630 mA h g(-1) at 0.2 C after 100 cycles, and a reversible capacity of 256 mA h g(-1) can be achieved at a high current rate of 5 C).
Related Organisations
Related Funding Activities
The Role Of Interactive Communication In IELTS Speaking And Its Relationship To Candidates' Preparedness For Study Or Training Contexts ELTS RESEARCH REPORTS, VOLUME 12, 2011
Start Date: 2009
End Date: 2011
Funder: British Council, IDP, Cambridge Assessment
View Funded ActivityComparing TOEFL IBT Speaking Tasks With Real-world Academic Speaking Tasks: Tasks, Performance Features And Assessment
Start Date: 2014
End Date: 2018
Funder: Educational Testing Service
View Funded Activity