Peter Reimann

Investigating university students’ conceptions of engineering: An implied identity perspective

Publisher: Informa UK Limited

Date: 17-05-2021

DOI: 10.1080/07294360.2021.1928001

Knowledge types in initial teacher education: a multi-dimensional approach to developing data literacy and data fluency

Publisher: Informa UK Limited

Date: 04-08-2021

DOI: 10.1080/23735082.2021.1957140

Exploring complexities in the reform of assessment practice: a critical realist perspective

Publisher: Springer Science and Business Media LLC

Date: 24-08-2021

DOI: 10.1007/S10459-021-10065-8

Abstract: Although the principles behind assessment for and as learning are well-established, there can be a struggle when reforming traditional assessment of learning to a program which encompasses assessment for and as learning. When introducing and reporting reforms, tensions in faculty may arise because of differing beliefs about the relationship between assessment and learning and the rules for the validity of assessments. Traditional systems of assessment of learning privilege objective, structured quantification of learners' performances, and are done to the students. Newer systems of assessment promote assessment for learning, emphasise subjectivity, collate data from multiple sources, emphasise narrative-rich feedback to promote learner agency, and are done with the students. This contrast has implications for implementation and evaluative research. Research of assessment which is done to students typically asks, "what works", whereas assessment that is done with the students focuses on more complex questions such as "what works, for whom, in which context, and why?" We applied such a critical realist perspective drawing on the interplay between structure and agency, and a systems approach to explore what theory says about introducing programmatic assessment in the context of pre-existing traditional approaches. Using a reflective technique, the internal conversation, we developed four factors that can assist educators considering major change to assessment practice in their own contexts. These include enabling positive learner agency and engagement establishing argument-based validity frameworks designing purposeful and eclectic evidence-based assessment tasks and developing a shared narrative that promotes reflexivity in appreciating the complex relationships between assessment and learning.

“We are not going to educate people”: How students negotiate engineering identities during collaborative decision making

Publisher: Informa UK Limited

Date: 15-09-2020

DOI: 10.1080/03043797.2020.1821174

Preparing pre-service teachers for Teaching Performance Assessments using the OTTO Model

Publisher: Informa UK Limited

Date: 19-05-2021

DOI: 10.1080/13540602.2021.1933420

Enhancing learning by Open Learner Model (OLM) driven data design

Publisher: Elsevier BV

Date: 2022

DOI: 10.1016/J.CAEAI.2022.100069

Individual Rainfall Change Based on Observed Hourly Precipitation Records on the Chinese Loess Plateau from 1983 to 2012

Publisher: MDPI AG

Date: 12-08-2020

DOI: 10.3390/W12082268

Abstract: The magnitude and spatiotemporal distribution of precipitation are the main drivers of hydrologic and agricultural processes in soil moisture, runoff generation, soil erosion, vegetation growth and agriculture activities on the Loess Plateau (LP). This study detects the spatiotemporal variations of in idual rainfall events during a rainy season (RS) from May to September based on the hourly precipitation data measured at 87 stations on the LP from 1983 to 2012. The incidence and contribution rates were calculated for all classes of rainfall duration and intensity to identify the dominant contribution to the rainfall amount and frequency variations. The trend rates of regional mean annual total rainfall amount (ATR) and annual mean rainfall intensity (ARI) were 0.43 mm/year and 0.002 mm/h/year in the RS for 1983–2012, respectively. However, the regional mean annual total rainfall frequency (ARF) and rainfall events (ATE) were −0.27 h/year and −0.11 times/year, respectively. In terms of spatial patterns, an increase in ATR appeared in most areas except for the southwest, while the ARI increased throughout the study region, with particularly higher values in the northwest and southeast. Areas of decreasing ARF occurred mainly in the northwest and central south of the LP, while ATE was found in most areas except for the northeast. Short-duration (≤6 h) and light rainfall events occurred mostly on the LP, accounting for 69.89% and 72.48% of total rainfall events, respectively. Long-duration (≥7 h) and moderate rainfall events contributed to the total rainfall amount by 70.64% and 66.73% of the total rainfall amount, respectively. Rainfall frequency contributed the most to the variations of rainfall amount for light and moderate rainfall events, while rainfall intensity played an important role in heavy rainfall and rainstorms. The variation in rainfall frequency for moderate rainfall, heavy rainfall, and rainstorms is mainly affected by rainfall duration, while rainfall event was identified as a critical factor for light rainfall. The characteristics in rainfall variations on the Loess Plateau revealed in this study can provide useful information for sustainable water resources management and plans.

University Of Sydney

Location: Australia

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Discovery Projects - Grant ID: DP0665064

Start Date: 08-2006

End Date: 08-2010

Amount: $200,000.00

Funder: Australian Research Council

Discovery Projects - Grant ID: DP0560014

Start Date: 02-2005

End Date: 10-2008

Amount: $200,000.00

Funder: Australian Research Council

Linkage Projects - Grant ID: LP0562267

Start Date: 02-2006

End Date: 03-2009

Amount: $144,888.00

Funder: Australian Research Council

Linkage Projects - Grant ID: LP0776254

Start Date: 10-2007

End Date: 12-2013

Amount: $364,488.00

Funder: Australian Research Council

Discovery Projects - Grant ID: DP0986873

Start Date: 02-2009

End Date: 12-2013

Amount: $270,000.00

Funder: Australian Research Council