title: Engaging tertiary educators in the development of their assessment literacy

authors: Edwards, Frances

abstract: Using assessment to inform teaching and to measure learning outcomes is of critical importance in higher education. However, many tertiary educators are not sufficiently knowledgeable or prepared to do this confidently. This paper suggests that tertiary educators could be given tools and encouraged to exert agency in their own assessment literacy development. It examines the application of one potential tool, the SALRubric (Edwards, 2017), which describes stages of development in ten dimensions of summative assessment literacy. The tool’s structure and intent make it possible for the rubric to be modified to incorporate other content and context-dependent dimensions of assessment within a tertiary setting. A process through which appropriate dimensions could be identified is described so that the resulting co-constructed rubric could be used for both peer assessment and self-assessment by tertiary educators. Initial work using the SALRubric indicates that this has the potential to lead tertiary educators to an increased awareness of dimensions of assessment literacy and more active engagement in their teaching, thereby enhancing learning for their students.

text: Engaging tertiary educators in the development of their assessment literacy Using assessment to inform teaching and to measure learning outcomes is of critical importance in higher education. However, many tertiary educators are not sufficiently knowledgeable or prepared to do this confidently. This paper suggests that tertiary educators could be given tools and encouraged to exert agency in their own assessment literacy development. It examines the application of one potential tool, the SALRubric (Edwards, 2017), which describes stages of development in ten dimensions of summative assessment literacy. The tool’s structure and intent make it possible for the rubric to be modified to incorporate other content and context-dependent dimensions of assessment within a tertiary setting. A process through which appropriate dimensions could be identified is described so that the resulting co-constructed rubric could be used for both peer assessment and self-assessment by tertiary educators. Initial work using the SALRubric indicates that this has the potential to lead tertiary educators to an increased awareness of dimensions of assessment literacy and more active engagement in their teaching, thereby enhancing learning for their students.

year: 2020

title: The role of the French state: Shifting from supporting large tourism projects like Disneyland Paris to a diffusely forceful presence

authors: d'Hauteserre, Anne-Marie

subjects: tourism

abstract: The French state, in its role as legislator, has sustained relations of production within the French economy because space can be selectively configured to promote economic, social, and environmental community goals. It tries to avoid that public value be held captive to private value or that developers bypass environmental legislation. In a country where the state is in the habit of regulating everything, it is not surprising that it should have taken charge of tourism projects. This paper will determine whether the relationship between public and private enterprise in tourism development in France, where the government has systematically encouraged such partnerships, has been successful. The paper will also show whether leadership provided by the public sector in areas not necessarily focused on tourism development is what helped push France among the most visited countries in the world. Decentralisation policy has driven the state to the backstage where it remains active to ensure the continued presence of France on the international scene. Although it is tempting to advocate a particular form of governance in supporting tourism development, most forms have evolved within specific contexts and would be resistant to radical transformations. A careful scrutiny of specific examples helps to illustrate possible effective changes.

text: The role of the French state: Shifting from supporting large tourism projects like Disneyland Paris to a diffusely forceful presence The French state, in its role as legislator, has sustained relations of production within the French economy because space can be selectively configured to promote economic, social, and environmental community goals. It tries to avoid that public value be held captive to private value or that developers bypass environmental legislation. In a country where the state is in the habit of regulating everything, it is not surprising that it should have taken charge of tourism projects. This paper will determine whether the relationship between public and private enterprise in tourism development in France, where the government has systematically encouraged such partnerships, has been successful. The paper will also show whether leadership provided by the public sector in areas not necessarily focused on tourism development is what helped push France among the most visited countries in the world. Decentralisation policy has driven the state to the backstage where it remains active to ensure the continued presence of France on the international scene. Although it is tempting to advocate a particular form of governance in supporting tourism development, most forms have evolved within specific contexts and would be resistant to radical transformations. A careful scrutiny of specific examples helps to illustrate possible effective changes.

year: 2001

title: Overcoming ‘Being’ in Favour of Knowledge: The fixing effect of ‘mātauranga’

authors: Mika, Carl Te Hira

subjects: knowledge

abstract: It is common to hear Māori discuss primordial states of Being, yet in colonisation those very central beliefs are forced into weaker utterances. In this process those utterances merely conform to a colonised agenda. ‘Mātauranga’, a tidy term that overwhelmingly refers to an epistemological knowing of the world, colludes nicely with its English equivalent, ‘knowledge’, to further colonise those core contemplations of Being. Its plausibility relies on an orderly regard of things in the world. In education, historical and current practices of schooling pave the way for things in the world so that they amount to mātauranga for Māori, and even the term ‘ako’ will conspire in its own way. Both Novalis and Heidegger have the ability to identify subtly colonising philosophies, and may even propose some theoretical solutions for Māori.

text: Overcoming ‘Being’ in Favour of Knowledge: The fixing effect of ‘mātauranga’ It is common to hear Māori discuss primordial states of Being, yet in colonisation those very central beliefs are forced into weaker utterances. In this process those utterances merely conform to a colonised agenda. ‘Mātauranga’, a tidy term that overwhelmingly refers to an epistemological knowing of the world, colludes nicely with its English equivalent, ‘knowledge’, to further colonise those core contemplations of Being. Its plausibility relies on an orderly regard of things in the world. In education, historical and current practices of schooling pave the way for things in the world so that they amount to mātauranga for Māori, and even the term ‘ako’ will conspire in its own way. Both Novalis and Heidegger have the ability to identify subtly colonising philosophies, and may even propose some theoretical solutions for Māori.

year: 2012