Student-focused assessment criteria: thinking through best practice

Using results from a survey and focus groups with staff and students, I evaluate best practice for student-focused assessment criteria, including the value of specific assessment criteria, where and when students engage with criteria, the use of exemplars, how assessment criteria connect to feedback and the importance of bringing students more actively into the assessment process. I argue that we need to accept that many students are assessment motivated, and rather than work against this reality (which is rarely successful), we should instead consider how assessment can address student concerns of clarity and fairness while being more tied into learning.     

Displacement-Based Assessment of Non Ductile Exterior Wide Band Beam-Column Connections

Results from testing two half-scale exterior wide band beam-column sub-assemblages under cycles of lateral displacement are presented in this article. The first subassemblage represents the current level of detailing adopted in low to moderate seismic regions, such as Australia, for connections where seismic provisions are not normally a consideration in design. Minor (inexpensive) detailing changes in the reinforcement distribution and anchorage were introduced to the second test specimen. These changes significantly improved the connection performance in terms of increased displacement capacity and a reduction in strength deterioration. Using a displacement-based assessment approach to assess primary moment-resisting band beam frames of up to eight stories, it was found that the current level of detailing is adequate for the drift demands resulting from the expected Australian seismicity for a 500-year return period. However, for the displacement demands corresponding to a 2500-year return period, the frames sited on very soft soils and frames over four stories sited on intermediate soils would require improved detailing such as that used in the second sub-assemblage. A strength hierarchy of strong column-weak beam was assumed in this assessment.     

Youthful escapes? British students,overseas education and the pursuit of happiness

This paper draws upon the findings of a recent project examining the motivations of UK students seeking higher education overseas. We argue that notions of fun, enjoyment and the pursuit of happiness abroad featured strongly in young people's stories, in contrast to an emphasis in recent academic and media accounts on overt strategising around educational decision making. Several students wanted to escape the UK, particularly the rigidity of British higher education; the perceived flexibility of a liberal arts education was extremely appealing. Others saw education overseas as a chance for personal reinvention. Moving the focus away from stressing the negative effects of academic-related pressures upon young people, in this paper, we argue that education can offer up new possibilities for fun and excitement, which for privileged individuals work alongside more strategic objectives around the accumulation of cultural capital.     

Exhibiting the Field for Learning: Telling New York's Stories

This paper explores the challenges of engaging and assessing students in residential field learning. Fieldwork presents students with complex learning environments, wherein they are asked to participate in a variety of learning activities. Difficulties arise, however, over how to sustain engagement in field learning while simultaneously capturing and nurturing its different dimensions within assessment. Drawing on debates over student engagement and assessment for learning, this paper argues that engagement and assessment must coalesce for effective learning to occur. It is suggested that ‘exhibitions’ which develop the concept of ‘storytelling’ are a powerful way of promoting engagement and assessment for learning.     

Writing for Immediacy: Narrative Writing as a Teaching Technique in Undergraduate Cultural Geography

Narrative inquiry is an innovative means of encouraging students to internalize concepts, reflect on experiences or create applications for theoretical ideas. The use of first-person creative writing in a second-year cultural geography course prompted initial scepticism from students but eventually highlighted their constructivist engagement with course concepts. Despite a number of ethical, evaluative and moral dilemmas, encouraging the use of creative writing as a form of narrative inquiry allowed students to tell their stories so that they were valued and connected to wider disciplinary concepts.     

‘Circulating commodities’: reflections on the movement and meaning of shells and stories in North Australia and Eastern Indonesia1

As Victor Turner (1974) so eloquently argues, symbols have the capacity to move people, in both emotional and physical terms. In this article, I explore the power of certain kinds of symbols, namely shells (trochus shell, Tectus niloticus) and stories, to do just this. Stories, I argue, construct pathways for the movement of people and objects. Shells too also evoke (e)motion through their ability to signify specific spheres of exchange and the relationships, identities and values which circulate within these domains. Importantly, stories and shells not only suggest movement but are themselves entities which are moved between differently valued social and political contexts. As things which are defined in terms of their high exchangeability quotient, shells and stories, at certain times in their biographies, correspond to Appadurai's (1986) notion of a commodity. Through an exploration of the commodity status and circulation of both shells and stories within the broad ethnographic context of Maluku Tenggara, Indonesia, I aim to challenge some of the commonly held beliefs and stories which are transmitted via the Australian media and along other lines of communication about the so-called ‘problem’ of illegal Indonesian fishermen in north Australian waters.     

‘All mucked up’: sharing stories of Yolŋu–Macassan cultural heritage at Bawaka,north-east Arnhem Land

From the eighteenth-century Macassan traders from the Indonesian Island of Sulawesi made regular visits to northern Australia, where with the help of Yol?u, Indigenous Australians living in north-east Arnhem Land, they collected trepang (sea cucumber) for trade. Along with sharing language, technology and culture, the Macassans and Yol?u involved built relationships that are celebrated today in Yol?u art, songs and stories. While the trepang trade had officially stopped by 1906, resonances of this complex relationship continued and still continue today. This paper shares a number of stories told by one particular Yol?u family about this heritage and reflects on the ways in which for Yol?u, the tangible heritage (artefacts), intangible heritage (stories) and the land itself are locked in a symbiotic relationship where each depends on the others to define their existence. Looking after, or protecting this heritage, is therefore about attending to place, and the nature, storytellers, objects and stories contained within it.     

Assessing stories before sites: identifying the tangible from the intangible

Despite a growing recognition that intangible heritage forms an important part of the significance of heritage sites, and that intangible values are intertwined with material resources and spaces, many procedures for the identification and management of heritage sites remain unchanged and fail to integrate these two sets of values. The conservation of heritage sites continues to be dominated by a process that first identifies a material site and then identifies the associated values that comprise its significance. This paper suggests that rather than identifying the physical expression of heritage as the initial point of heritage assessment, the stories (or intangible values) of a region or national history can form the primary mechanism for identifying physical heritage sites. Using the example of Australian government policies of Aboriginal segregation and assimilation, we suggest how national stories – or intangible values – might be used to identify representative sites.     

‘Fifty-two doors’: identifying cultural significance through narrative and nostalgia in Lakhnu village

This paper proposes an alternative way of evaluating heritage values in the assessment of an abandoned school building in Lakhnu, a small rural Indian village in the state of Uttar Pradesh. Its aim is to re-think the appropriateness of professionally assessed methodologies, such as the Australian ICOMOS Burra Charter, and find others which are more inclusive and sensitive of community views and aspirations. Villagers claim this building as a key part to their cultural heritage, and view its desertion and disintegration with frustration. As part of a larger scheme to improve village infrastructure and to enable its empowerment, the aim is to assess the significance of this place to the villagers, facilitate its conservation and investigate possible outcomes for its use through community participation. In this context, the concept of narrative is offered as means to establish the community meaning of a place. Narratives are powerful ways in which people understand their environment and structure a view of the world. Using stories told by villagers about their relationship with the building, this paper argues that narrative can offer an alternative method of understanding heritage significance.     

Laughing at a saint? Miracle and irony in the Vita Gangulfi prima

This article examines the Vita Gangulfi prima, a text which was frequently copied and widely circulated in the Middle Ages. It argues that the text can be understood as an ironic discourse on miracle stories in hagiographical texts: the central message of the Vita is that meek and penitential living leads to sanctity, and not the enjoyment of stories about miracles. At the same time, the Vita presents the reader to some extent with a performance of this idea. The reader who sees through to the Vita's ironic intent is encouraged to laugh at the saint and thereby comes to comprehend the very sin for which the various characters in the Vita are punished, while the text simultaneously depicts penitence as the way out of this sinfulness. The Vita's critique of miracle stories made an eccentric contribution to a discourse which was also carried on in a number of other hagiographical texts of the early tenth century.     

Historical empathy in a museum: uniting contextualisation and emotional engagement

Museums, memorial centres and other heritage institutions use various strategies to evoke an emotional response that serves to elicit empathy with the historical events and actors that are portrayed in exhibitions. To increase historical understanding, however, both emotional engagement with and contextual understanding of these historical figures are needed. Using the concept of historical empathy, this paper examines the continuous interplay between cognitive and affective dimensions of history learning in museums. We conducted a case study at Museon in The Hague, the Netherlands. We studied a learning session on children living through the Second World War, the museum’s strategies employed in the exhibition, the entrance narratives of secondary school students participating in the session and their engagement with the exhibition and with the educational activities. While most of the students did not feel related to WWII prior to their museum visit, the museum managed to engage many of them with personal stories and artefacts and by offering multiple and new perspectives. Our findings underscore the interplay between cognitive and affective dimensions of historical empathy and show that museums can serve as powerful contexts for developing this skill among school students.     

Recovering the street: relocalising urban geography

This paper explores how audio walks can help learners re-experience and rethink the nature of urban geography. Urban thinking has increasingly begun to explore the city not from above, but from below; from the street rather than from the elite and in everyday rather than extraordinary ways. The intention has been to reveal the many stories, movements and people that constitute the urban fabric. Drawing on work undertaken in a third year, urban geography module at the University of South Wales, this paper examines how audio walk creation can assist students in comprehending the urban environment as a space that is rich in history, society and culture.     

Stories of crossings and connections from Bawaka,North East Arnhem Land,Australia

This paper engages with Indigenous peoples' conceptualisations of borders, arguing that these unsettle dominant Eurocentric constructs of the border as terrestrial, linear, bound and defined through western legal frameworks. It does this by drawing on one aspect of the many storytelling experiences offered by members of the Indigenous-owned Yolngu tourism business Bawaka Cultural Experiences in northern Australia. We argue that stories told to visitors about multiple and diverse connections between Yolngu and Makassan people from Sulawesi, Indonesia, are intentional constructions which challenge dominant conceptions of Australia as an isolated island-nation. The stories redefine the border as a dynamic and active space and as a site of complex encounters. The border itself is continuously recreated through stories in ways that emphasise the continuity and richness of land and sea-scapes and are based on non-linear conceptions of time. The stories invite non-Indigenous people to engage with different kinds of realities that exist in the north and to re-imagine Australia's north as a place of crossings and connections.     

'Nothing Can Ever Be the Case of 'Us' and 'Them' Again': Exploring the politics of difference through border pedagogy and student journal writing

Linda McDowell (1994) has called for styles of teaching which put into practice arguments about the 'politics of difference', which has become an increasingly central part of human geographical research. This paper draws on a number of years' experience of teaching an undergraduate course on multicultural historical geography, in which this was attempted. Here students were encouraged to get more involved in these debates, to take them more personally, and to develop 'situated knowledges' about the UK as a multicultural society. The approach to teaching, learning and assessment which made this possible was based on the principles of 'border pedagogy' and on students writing journals throughout the course which charted the development of their understandings of the materials they encountered.     

What is Geography? Perceptions of first year undergraduates in South Africa

Disciplines such as Geography are well placed to respond to the changing needs of society and the effective application of geographical knowledge to real-world problems. This project surveyed first year Geography undergraduates’ understanding of “What is Geography?”, both before and after an exercise in which geographic topics were identified within recent newspapers. The survey instrument employed was an anonymous, self-administered questionnaire, and was undertaken with first-year undergraduate Geography students at a university in South Africa. Results show that the exercise enabled students (n = 158) to more readily see the application of geographical knowledge to both environmental and social problems that they identified in the newspaper stories. Students also identified that studying Geography may be able to help them increase their skills, employment prospects and earning potential. These findings can help locate the disciplinary concerns and applicability of Geography in post-apartheid South Africa within the wider context of the twenty-first Century world.     

Benchmarking in Geography: Some implications for assessing dissertations in the undergraduate curriculum

Internationally there is concern about assessment standards and the qualities of graduating students. In the UK this is resulting in the introduction of benchmarking by disciplinary communities, including that of geography. In that context the authors report on a project across social science disciplines, including geography, in one UK university, to examine and improve the assessment of undergraduate dissertations. The project examined what assessment criteria are currently published to students and identified some sources of inconsistency in applying them. It identified some potential core criteria and recommended ways of increasing transparency in applying them, so as to reduce inconsistencies and potential unfairness in marking. Implications for geography departments and the international disciplinary community are suggested and for the benchmarking exercise in British geography.     

Candid Lying and Precocious Storytelling in Victorian Literature and Psychology

By comparing Frances Hodgson Burnett’s A Little Princess (1905) with contemporaneous psychology and canonical literature, this article suggests that children’s literature complicates our understanding of nineteenth-century discourse about precocity. In much canonical literature of the Victorian period, the precocious child is an agent in a narrative of adult redemption. In Victorian child psychology, childhood storytelling was associated with lying and with moral insanity; adult stories are, implicitly, true by contrast. Both discourses thus reduce the precocious child to the role of agent in the tacit truth of adult stories; many such nineteenth-century scientific and literary studies of precocity are therefore, more essentially, studies of the adult reflected in the precocious child. A Little Princess, in contrast, is concerned with the experiences and perspective of its precocious child protagonist, Sara Crewe. Through this focus on the child herself, A Little Princess suggests that the position of the precocious child in contemporary discourse is a result of the threat she represents to the adult, and to the supposed truth of adult stories. Sara Crewe obviates the moral difference between adults’ stories and children’s stories, and between truth and deceit, upheld in contemporary psychology. She therefore undermines the difference between adult and child which informed debate about precocity in canonical fiction and psychology of the Victorian period. In A Little Princess, this transgression of boundaries is a productive, enabling, and even moral act.     

Students as Tour Guides: Innovation in Fieldwork Assessment

This paper introduces and details an innovative mode of fieldcourse assessment in which students take on the role of tour guides to offer their lecturer and peers a themed, theoretically informed journey through the urban landscape of Havana, Cuba. Informed by notions of student-centred learning and mobile methods, the tour offers an enjoyable, challenging, rigorous yet flexible form of assessment that can be effectively transferred to a wide range of contexts. Feedback suggests that students are very positive about the tours in relation to other potential modes of assessment both in terms of what they learn and as an experience. Ongoing efforts to develop the tours since they were first used in 2003 are described.     

A narratologist's Critical Reflections on Synchronic Studies of the Bible: A Response to Gregory T. K. Wong

It is common that “synchronists” claim that the book of Judges is a meaningful and coherent text. Some of them even describe it as a coherent narrative, that is, a narrative with a plot. They then draw the conclusion that these suggested patterns or structures so to speak “reinterpret” or “overnarrativize” the individual stories and motifs in these stories, which thereby are given both new functions and new meanings. However, there is a logical lapsus in this reasoning that relates to a theoretical issue: Given the relative autonomy of narratives and, as a consequence, their relative resistance to reworking, can such assumed effects be achieved, and how, if this were the case, can it be done? My conclusion, based on theoretical arguments and an analysis of the book of Judges, is that these stories and their motifs cannot be transformed in the way synchronic scholars suggest.