title: Developing a digital assessment in senior secondary physical education

authors: Penney, Dawn

subjects: physical education

abstract: Background: The Digital Forms of Assessment project is a three-year Australian Research Council Linkage research project being conducted by Edith Cowan University's Centre for Schooling and Learning Technologies (CSaLT) in partnership with the Curriculum Council of Western Australia. The project is investigating the potential for a digital format external examination to rigorously interrogate student learning as demonstrated in and through practical tasks.
Aims: The project has been designed to inform the ongoing development of Physical Education Studies assessment in Western Australia and contribute to national and international developments in assessment in physical education and other areas of education that incorporate a practical and/or performance dimension. It aims to investigate authentic digital forms of assessment with high levels of reliability that are capable of being scaled-up for state-wide implementation in a cost effective manner. It seeks to provide research based insights for physical education teachers concerned to design authentic assessment tasks that maximise opportunities for students' varied knowledge, skills and understandings to be demonstrated.
Method: The project has utilised multiple methods of data collection to gather data relating to the development and implementation of assessment tasks utilising digital technologies, student participation in the assessment tasks, the experience and outcomes arising from marking procedures also utilising digital technologies, and teacher and student responses to the new forms of assessment. It has involved video-recording and computer-based digital capture of student work, participant observation, digital capture of computer-based marking outputs, and interviews with teachers and students. This paper focuses on data from the first two years of the project, relating to the design, implementation and experience of undertaking digital forms of assessment. Discussion draws on data from five teachers and a total of seventy-two students in four schools participating in the first two years of the project, with assessment tasks addressing a range of physical activity contexts.
Results: An assessment task comprising integrated computer-based and practically based components was designed, adapted for varied physical activity settings and successfully implemented in project schools. Students have perceived the assessment task to be authentic and meaningful for the Physical Education Studies course and have liked the way in which ‘practical’ and ‘theoretical’ aspects are combined in the task. Teachers have identified the task as aligning well with the pedagogic intent of the course and as providing a valid means of assessment of students' skills, knowledge and understandings relating to the aspects of course content that it was designed to address. Evaluation of the task implementation has utilised a feasibility framework, addressing technical, pedagogic, manageability, and functional feasibility. Results to date are encouraging in relation to each dimension. Refinements have been made to further enhance the task and implementation processes in the final year of the project.
Conclusion: The study has demonstrated the pedagogic feasibility of digital assessment aligning with the pedagogical intentions of the new course in Western Australia. Issues are discussed in relation to the prospective wider implementation of the technologies employed.

text: Developing a digital assessment in senior secondary physical education Background: The Digital Forms of Assessment project is a three-year Australian Research Council Linkage research project being conducted by Edith Cowan University's Centre for Schooling and Learning Technologies (CSaLT) in partnership with the Curriculum Council of Western Australia. The project is investigating the potential for a digital format external examination to rigorously interrogate student learning as demonstrated in and through practical tasks.
Aims: The project has been designed to inform the ongoing development of Physical Education Studies assessment in Western Australia and contribute to national and international developments in assessment in physical education and other areas of education that incorporate a practical and/or performance dimension. It aims to investigate authentic digital forms of assessment with high levels of reliability that are capable of being scaled-up for state-wide implementation in a cost effective manner. It seeks to provide research based insights for physical education teachers concerned to design authentic assessment tasks that maximise opportunities for students' varied knowledge, skills and understandings to be demonstrated.
Method: The project has utilised multiple methods of data collection to gather data relating to the development and implementation of assessment tasks utilising digital technologies, student participation in the assessment tasks, the experience and outcomes arising from marking procedures also utilising digital technologies, and teacher and student responses to the new forms of assessment. It has involved video-recording and computer-based digital capture of student work, participant observation, digital capture of computer-based marking outputs, and interviews with teachers and students. This paper focuses on data from the first two years of the project, relating to the design, implementation and experience of undertaking digital forms of assessment. Discussion draws on data from five teachers and a total of seventy-two students in four schools participating in the first two years of the project, with assessment tasks addressing a range of physical activity contexts.
Results: An assessment task comprising integrated computer-based and practically based components was designed, adapted for varied physical activity settings and successfully implemented in project schools. Students have perceived the assessment task to be authentic and meaningful for the Physical Education Studies course and have liked the way in which ‘practical’ and ‘theoretical’ aspects are combined in the task. Teachers have identified the task as aligning well with the pedagogic intent of the course and as providing a valid means of assessment of students' skills, knowledge and understandings relating to the aspects of course content that it was designed to address. Evaluation of the task implementation has utilised a feasibility framework, addressing technical, pedagogic, manageability, and functional feasibility. Results to date are encouraging in relation to each dimension. Refinements have been made to further enhance the task and implementation processes in the final year of the project.
Conclusion: The study has demonstrated the pedagogic feasibility of digital assessment aligning with the pedagogical intentions of the new course in Western Australia. Issues are discussed in relation to the prospective wider implementation of the technologies employed.

year: 2012

title: Geological structure of the forearc basin in central Hawke’s Bay, eastern North Island

authors: Bland, Kyle J.

subjects: Hawke’s Bay

abstract: Central Hawke’s Bay lies within an extensive forearc basin in eastern North Island that developed during the Late Miocene to Pleistocene. The onshore structural elements of Hawke’s Bay can be classified into four structural domains, each reflecting differing styles and scales of deformation. These domains are from west to east, the axial range domain, the range front con¬tractional domain, the central forearc basin domain, and the eastern contractional domain.
Some degree of the oblique-interaction of the Australia and Pacific plates on the subduction thrust is inferred to be partitioned across the four structural domains and to be expressed dominantly as oblique-(dextral) slip on faults bordering the axial ranges, and as short¬ening on reverse faults and folds in more eastern parts of the forearc. The axial range domain involves the eastern parts of the North Island axial ranges where there is marked oblique-slip displacement on major faults. Some dextral offest is accommodated in the range front contractional domain, although dip-slip displacement is more significant.
The central forearc basin domain is comparatively undeformed with only minor reverse faulting and (fault-force driven) folding. By comparison, the ad¬jacent eastern contractional domain, which comprises an accretionary wedge, is characterised by imbricate reverse and thrust faulting and associated folding. A small degree of dextral-slip is also accommodated in this domain. The uppermost parts of the inboard margin of the accretionary wedge, particularly the part onshore, is currently undergoing gravitationally-driven collapse expressed as deep-seated landslides and normal faulting.
Many folds in the basin are fault-cored, several of which have been targeted in recent years by petroleum exploration companies (e.g. Hukarere-, Whakatu-and Kereru-).
Most deformation of the forearc basin fill in central Hawke’s Bay is post early Nukumaruan (2.4 Ma) and much of this has occurred since the early Pleistocene (.8 Ma). Dextral-slip on Mohaka and Ruahine Faults since the Early Pliocene is likely to be less than 0 km. Significant unconformities in the basin fill reflect early phases of development of oblique-slip faults in the axial ranges. New dextral oblique-slip faults are developing in the basin fill to the east of the main oblique-slip faults bordering the ranges.

text: Geological structure of the forearc basin in central Hawke’s Bay, eastern North Island Central Hawke’s Bay lies within an extensive forearc basin in eastern North Island that developed during the Late Miocene to Pleistocene. The onshore structural elements of Hawke’s Bay can be classified into four structural domains, each reflecting differing styles and scales of deformation. These domains are from west to east, the axial range domain, the range front con¬tractional domain, the central forearc basin domain, and the eastern contractional domain.
Some degree of the oblique-interaction of the Australia and Pacific plates on the subduction thrust is inferred to be partitioned across the four structural domains and to be expressed dominantly as oblique-(dextral) slip on faults bordering the axial ranges, and as short¬ening on reverse faults and folds in more eastern parts of the forearc. The axial range domain involves the eastern parts of the North Island axial ranges where there is marked oblique-slip displacement on major faults. Some dextral offest is accommodated in the range front contractional domain, although dip-slip displacement is more significant.
The central forearc basin domain is comparatively undeformed with only minor reverse faulting and (fault-force driven) folding. By comparison, the ad¬jacent eastern contractional domain, which comprises an accretionary wedge, is characterised by imbricate reverse and thrust faulting and associated folding. A small degree of dextral-slip is also accommodated in this domain. The uppermost parts of the inboard margin of the accretionary wedge, particularly the part onshore, is currently undergoing gravitationally-driven collapse expressed as deep-seated landslides and normal faulting.
Many folds in the basin are fault-cored, several of which have been targeted in recent years by petroleum exploration companies (e.g. Hukarere-, Whakatu-and Kereru-).
Most deformation of the forearc basin fill in central Hawke’s Bay is post early Nukumaruan (2.4 Ma) and much of this has occurred since the early Pleistocene (.8 Ma). Dextral-slip on Mohaka and Ruahine Faults since the Early Pliocene is likely to be less than 0 km. Significant unconformities in the basin fill reflect early phases of development of oblique-slip faults in the axial ranges. New dextral oblique-slip faults are developing in the basin fill to the east of the main oblique-slip faults bordering the ranges.

year: 2006

title: Place attachment of Ngāi Te Ahi to Hairini Marae

authors: Teddy, Lani

subjects: Hairini

abstract: Twelve members of Ngāi Te Ahi, a hapū from Tauranga, were interviewed to explore how they talk about their place attachment to Hairini Marae.  This was organized around five key dimensions of place attachment taken from the literature—continuity, distinctiveness, symbolism, attachment and familiarity.  We found that in discussing all dimensions, place attachment was equally about social and cultural relationships, history, and socialization.  Place attachment for groups such as Māori is complex because it encompasses all social relationships past and present.  The implication for those working with Māori is to take seriously the wider connotations of place when talking to Māori about marae, traditional homelands, and their land.

text: Place attachment of Ngāi Te Ahi to Hairini Marae Twelve members of Ngāi Te Ahi, a hapū from Tauranga, were interviewed to explore how they talk about their place attachment to Hairini Marae.  This was organized around five key dimensions of place attachment taken from the literature—continuity, distinctiveness, symbolism, attachment and familiarity.  We found that in discussing all dimensions, place attachment was equally about social and cultural relationships, history, and socialization.  Place attachment for groups such as Māori is complex because it encompasses all social relationships past and present.  The implication for those working with Māori is to take seriously the wider connotations of place when talking to Māori about marae, traditional homelands, and their land.

year: 2008