The Role of Quality in Fieldwork Programs

Table of ContentsIntroduction.......................................................................................................1

Learning Outcomes..........................................................................................1

Introduction to the Monitor Role.......................................................................2

Effectively Managing Internal and External Communication............................3Managing Email........................................................................................................5

Mind Mapping...........................................................................................................5

Practical Activity...............................................................................................6

Quality Enhancement Frameworks..................................................................7Action Research.......................................................................................................8

Assessment and Moderation in Fieldwork........................................................9

Practical Activity.............................................................................................10

Required Reading..........................................................................................10

Additional Resources.....................................................................................11Effectively Managing Internal and External Communication..................................11

Quality Enhancement Frameworks........................................................................11

Assessment and Moderation in Fieldwork..............................................................11

References.....................................................................................................12Effectively Managing Internal and External Communication..................................12

Quality Enhancement Frameworks........................................................................12

Assessment and Moderation in Fieldwork..............................................................12

The Role of Quality in Fieldwork Programs

The Role of Quality in Fieldwork ProgramsIntroductionHello and welcome to the Role of Quality in Fieldwork Programs

In this module you will explore quality issues as part of your leadership capabilities in fieldwork education. Quality is a crucial part of effective fieldwork coordination and is closely aligned with developing processes for capturing information to monitor your fieldwork program, developing effective communication channels, ensuring good assessment and moderation practices, and ensuring adequate review mechanisms.

Figure 1: Monitor role from the Integrated Competing Values Framework

Learning OutcomesOn successful completion of this module participants will:

Develop strategies to monitor the effectiveness of internal and external fieldwork communication.

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Develop a quality enhancement framework to monitor the performance of the fieldwork program.

Identify the key components of assessment and moderation of fieldwork.

Module TopicsThis module looks at the Monitor role, adding to the other leadership roles that are explored in the Academic Leadership for Fieldwork Coordinators Program.

The topics to be covered are:

Effectively managing internal and external communication. Quality enhancement frameworks. Assessment and moderation in fieldwork.

Introduction to the Monitor RoleWhen using the Monitor role as a fieldwork coordinator you will regularly collect and distribute information on fieldwork activities including teaching/learning performance and continuously monitor the performance of your fieldwork program.

When using your Monitor role you will be: Taking an overview of fieldwork processes and systems Taking time to get to know process, people and systems Identifying critical points/junctures in fieldwork processes and systems Determine how and when monitoring of critical junctures will be done. For example,

ensuring you have enough quality fieldwork placements for your students Identifying and consistently monitoring signals that indicate that all is well or alerting

you to a problem Engaging in continuous, consistent monitoring Understanding that systems, processes and networks change thus monitoring of

these will need to change accordingly Managing information Measuring performance of your fieldwork program Ensuring quality of teaching and learning in your fieldwork program Familiar with your student populations Aware of your market Familiar with all performance measures/outcomes of your fieldwork program

When you overuse your monitor role you will be: Obsessed with facts and figures (trivial rigour) Neglect possibilities

Below are some activities you might like to consider to assist you in this task. There are also some readings listed under each topic at the end of this document that you may find useful.

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Effectively Managing Internal and External CommunicationAs a fieldwork coordinator you will be well aware of the amount of information you are required to collect and distribute. An important part of the Monitor role for the fieldwork coordinator leader is effectively managing these communications. The information can be on paper, in person, over the phone or in electronic formats (emails, web sites) and can involve all stakeholders including students, university, faculty and School/Department staff and industry partners. Channelling, managing and directing this information flow is an integral aspect of your role.

External communication involves building and maintaining a positive relationship with external agencies and internal communications are those that occur within an organisation. There are two sides to strategy in internal and external communications. In the first instance it is essential to identify and articulate the organisation's (University, School, Department) goals — what it hopes to achieve — and how it plans to go about achieving it. That goal will be supported and, to some extent, delivered through effective internal and external communications.

Effective internal communication can improve the likelihood that an organisation will be successful (Robson & Torish, 2005) and can help on several different levels. Effective internal communication can improve productivity, reduce absenteeism, create more innovation, increase the quality and effectiveness of services and decrease costs (Robson & Torrish, 2005). Kotler and Armstrong (2005) outline nine elements of communication:

1. Sender – the party sending the message to another. 2. Encoding – putting thought into symbolic form (translating the meaning into words, gestures

and expression: planning for next year’s fieldwork placement requirements).3. Message – set of symbols a sender transmits (placement allocation request).4. Media – the communication channel the message moves from sender to receiver (written,

oral).5. Decoding – the process by which the receiver assigns meaning to the symbols encoded by

the sender (industry partner reads and interprets the information provided in the placement request).

6. Receiver – the party receiving the message sent by another party. 7. Response – the reaction of the receiver after being exposed to the message: (industry

partner provides fieldwork coordinator with all requested placements).8. Feedback – the part of the receiver’s response communicated back to the sender (industry

partner returns completed placement request forms).9. Noise – the unplanned static or distortion during the communication process, which results in

the receiver getting a different message from the one the sender sent (Industry partner became distracted while reading the placement request and missed the last page which asked for 30 places. When the form is returned you notice that you are 30 fieldwork placements short.).

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Figure 2: Elements in the communication process (Kotler & Armstrong, 2005, p. 431)

As Figure 2 demonstrates, developing an idea, presenting it in any form, sending it, and receiving the message is extremely complex and there are many opportunities for the message to be interfered with or distorted. There are many factors that influence both the sender and receiver for example, verbal and non-verbal expressions, past experiences, perceptions of each other, and the meaning attributed to the others message. Therefore, it is important to develop effective communication strategies including:

Identifying the target audience (market). What is known about stakeholder needs? How should stakeholders be grouped (students, faculty members, Industry partners etc.)?

Determining the communication objective (message). What is the message trying to achieve?

Designing the message – content, structure, and format. Which channels (letter, email, phone) work best for the different stakeholder groups? Are their clear guidelines for communicating with each group?

Feedback (measurement). Is there clearly defined success criteria? Need to measure the value and effectiveness of the message. For example, as a quality enhancement project you decide to move to a web based fieldwork placement request system. You think this is a very good idea as it will reduce the amount of paper you use and will save time because you will not have to manually input data. You send an email to all of the industry representatives explain the why, where and when they can respond to the placement requests. After five days you access the database and see that only two out of the twenty agencies you contacted have inputted placement data. This is a very disappointing outcome and you decide to telephone the industry representatives to find out why they haven’t complied with your request. After the first call it becomes very clear why few people have entered the web based program. You are informed that although you gave an explanation of why you had decided to change, and where and when the data could be inputted, there were no clear directions as to how this might occur or a closing date for when the placement requests needed to be completed.

(Kotler & Armstrong, 2005, pp. 432-440.)

Much of your external communication will relate to the objective of maintaining current and securing new fieldwork placements, and keeping Work Integrated Learning (WIL) partners abreast of program goals and directions. There are several techniques that can be used to communicate with external partners to assist you in your role and achieve your objectives and include:

Conducting forums or workshops. Providing formal/informal information sessions.

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Conducting open days: these can be either on campus or at industry sites. Developing websites: great way to share information and provide updates. Conducting site visits. Generating newsletters.

All of these techniques will provide you with the opportunity to consult, provide and receive feedback, share information and ensure that communication is kept open between all stakeholders. However, it is important that the effectiveness of your communication strategies be evaluated. To do this you will need to have clear goals and objectives for these interactions. The following activities will assist you to develop strategies to effectively manage internal and external communication.

Effectively managing your internal and external communication also requires you to manage your time and workload effectively. Some of the communication strategies that take up a lot of your time will be attending meetings (on and off campus) and sending and receiving emails. Some points worth considering are:

Double up. Organise jobs geographically. Plan several jobs for the one journey. Avoid scheduling too much. Consider blocking out time for specific tasks like responding to emails. Start difficult jobs early; do the part of the task that doesn’t overwhelm you to avoid the cycle

of procrastination. Handle each piece of paper once. Once you open an email, respond to it immediately or

delete it.

Managing EmailA key complaint from academics is the overabundance of emails. Here are some tips to consider when managing your email:

1. Determine your policy regarding email and stick to it! For example, do not reply to cc’d messages that do not require your feedback.

2. Tell family and friends you don’t want to receive joke, chain and other junk emails.3. Create rules to manage your email using Outlook. For example, auto store cc’d emails and

newsletters for later revision (Tools-Rules and Alerts-create new Rule).4. Challenge yourself to disconnect. Check emails at set times each day (Tools-Options- click

Email Options and then Advanced Email Options. Un-click all four boxes under “when new items arrive in my box...).

5. Use folders to store your emails under relevant headings.6. Follow the four D rule: Dump it, Delegate it, Do it, or Decide when to follow up (Actions-

Follow-up-Add Reminder).7. Subscribe to alerts with care.8. Be critical of your outgoing email. Respect others’ time.9. Train others to use email efficiently.

Adapted from E-Mail Managment: 50 Tips for Keeping Your Inbox Under Control by Nancy Flynn (2007), published by Crisp Fifty-Minute Series, NETg, and Working Sm@rt with Email. Priority Management.traing@priorityperth.com.au

Mind MappingMind mapping can be used by a fieldwork coordinator to gain a deeper perspective on the complexities of communication issues. The mind map draws information together and illustrates connections which can be used to develop strategies and plans to manage communication processes.

Mind maps help a person break out of the linear problem-solving approach to one that is two dimensional, visual and integrative. ‘A picture is worth a thousand words’. Similarly, a mind map provides a good visual image to maintain one’s focus on an issue or problem.

The main concept is generally drawn in the middle. Simple words are used. Ideas and peripheral issues are connected by lines to the main concept. Other interconnections may be made to illustrate how concepts are linked. Thin, coloured, thick lines can be used. Ideas can be put into circles or

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boxes. Colours can be used as well. All of these design features help to add meaning and a deeper understanding of the issue being addressed. Mind maps can be done independently by a fieldwork coordinator to gain an understanding of complex communication issues, or developed by a group to deepen their understanding of how communication will impact, course delivery, for example.

There are lots of resources on the Internet to assist you in understanding Mind Maps. For a broad overview of mind mapping, visit Wikipedia, (http:en.wikipedia.org/wiki/Mind_map)

Figure 3: An example of a mind map (Illumine Training, nd)

Practical ActivityIn a small group and using the first worksheet provided with this module, answer the questions asked.

Following completion of the worksheet, use the butchers’ paper and texta pens provided to make a Mind Map of all the people and groups, fieldwork coordinators are required to communicate with, during the course of their duties. Add the forms of communication to your Mind Map and then make the links between the person/group and the technique.

Once you have completed your Mind Map you will be able to visualise how complex your daily communications are. If you already monitor the effectiveness of your communication with each stakeholder, document the strategy next to the communication technique. If you don’t currently monitor the effectiveness of your communication list some ideas of how you might do this.

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Quality Enhancement Frameworks Improvement is one of the key purposes of quality in higher education. Quality enhancement is often used as a generic term to cover both quality and standard improvement. Quality enhancement (QE) encompasses a wide range of techniques for attaining improved levels of quality. Changes in user/customer demands and/or developments in competing products/services mean that there is likely to be a need to improve quality over time. The most appropriate QE techniques depend on the service or product in question, the organisational context and the nature of the improvement sought. There are four dimensions of quality education and these include accountability, curricular alignment, assessment and student satisfaction (American Society for Quality, nd.).

Quality assurance “refers to the means by which an institution can guarantee, with confidence and certainty, that the standards and quality of its educational provision are being maintained and enhanced” (Harman, 1998 cited in Mehralizadeh et al., 2007, p. 353). One important aspect of quality assurance for fieldwork coordinators is monitoring the quality of assessment and moderation throughout fieldwork programs. There are many models and frameworks to assist you to incorporate QE in your programs, one such model is the PDCA Cycle (Langley et al., 2009). The four stages of the model are Plan-Do-Check-Act:

1. Plan - firstly identify the problem and come up with ideas for solving the problem. These decisions need to be based on fact identified through the collection and analysis of data.

2. Do - changes designed to solve the problems – need to identify costs, people and materials needed. At this stage it is often preferable to conduct a pilot study of the proposed changes. Implement planned change – educate all key stakeholders about the planned change.

3. Check - monitor the progress of the implemented changes; meet with key stakeholders regularly to discuss their perceptions about the change. Compare new data with original data

4. Act - implement changes on a larger scale if the intervention was successful. Incorporate changes into organizational policies and inform and educate all stakeholders about changes. Once the cycle is complete you now have the problem solved and you can begin the search for further opportunities to improve your program.(Brown & Marshall, 2008)

Figure 4: The PDCA Cycle

Australian Universities Quality Agency (AUQA) (2010) measure the quality of higher education institutions using a four dimension process: Approach, Deployment, Results and Improvement (ADRI). Approach includes the trail from the organisations overall objectives to how they will be achieved. Deployment considers if and how effectively the approach is being put into effect. Results look at an organisation’s results to determine how well the deployment is achieving the planned approach. Improvement focuses on whether the organisation is actively and continuously engaged with understanding its performance and if it is using this data to make improvements (p. 5-6).

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Action ResearchAction Research (AR) is a qualitative research methodology that can be used to enable you to evaluate the effectiveness and quality of your fieldwork program. Action research offers you tools to bring a more scholastic problem solving approach to explore many aspects of your fieldwork programs. Action research is “a process of systematic inquiry, usually cyclical conducted by those inside a community rather than by outside experts; its goal is to identify action that will generate some improvement the researcher believes is important” (Hinchey, 2008 cited in Streubert & Carpenter, 2011, p. 302). Similar to the PDCA cycle action research has a four stage cyclical process: planning (P), acting (A), observing (evaluating) (E) and reflecting (leading to further action) (R) (Coghlan & Casey, 2000). Action research involves:

Change experiments on real problems with a focus on improvement. Interactive cycles of planning, acting, evaluating and reflecting. Changing patterns of thinking and actions that are currently well established. Challenging the status quo. Contributing to current scientific and real-life knowledge.

(Coghlan & Casey, 2000, pp. 675-676).

Ladyshewsky’s (1996) paper is one example of how a fieldwork coordinator faced with a problem used a scholarly activity to overcome issues experienced by both fieldwork supervisors and students. Ladyshewsky used AR methodology to investigate how language and culture influenced fieldwork practice. After completing several P, A, E, R cycles issues for both students and academics that directly influenced the fieldwork experience including cultural issues, issues of authority and respect, and language proficiency were identified. The author was able to provide several strategies to assist educators and students to overcome cross cultural challenges as a result of the findings of this AR project.

Another cyclical process is the action learning process as described by Robbins et al. (2004) and involves five steps; Diagnosis, Analysis, Feedback, Action and Evaluation.

Each cycle further informs and moves the change initiative towards the final outcome. As a fieldwork coordinator, you will be required to implement a new idea or find solutions for problems occurring in the field, at some stage, because you think it will improve student learning outcomes. Action learning and research can assist you in identifying, implementing and evaluating change. The action learning process is characterised by:

learning by doing creative and complex team problem-solving evaluation of the effect of action questioning and reflection.

Example:You find that a number of students are failing at one particular placement site. The actionlearning cycle, applied to this situation, might look like this:

Diagnosis Collect comparative data on completion and pass/fail rates for other fieldwork sites. Meet with groups of students and then with academic and agency staff who work with them

to discuss what they think is causing this situation.Analysis

Bring together a small group to analyse the data collected. The group might consist of teaching and learning specialists, academic and industry staff and

student representatives. Issues identified and possible actions to address these formulated. A method of evaluating the effectiveness of any actions taken is developed.

Feedback Results of analysis phase discussed with wider staff and student group.

Action The actions and interventions to address the issue are formulated in more detail. An implementation plan is developed and implemented.

Evaluation

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The effect of the actions taken is evaluated. The group discusses the effectiveness of the actions taken.

Diagnosis Unresolved issues are identified. Further data is collected as necessary.

The cycle continues until the issue is resolved.

Assessment and Moderation in FieldworkExcellent fieldwork programs are underpinned by sound pedagogy and the use of valid and reliable assessment methods (Patrick et al., 2009). A major component of an authentic fieldwork placement is the integration of theory to practice (Hughes, 1998). However, this outcome is often difficult to achieve (Cooper et al., 2010; Kane, 2002). Learning in the workplace requires clear, specific and structured learning outcomes enabling the student to identify what needs to be learnt within the culture of the workplace (Cooper et al., 2010; Kane, 2002). According to Cooper et al. (2010, p. 99-100) there are seven first order principles of fieldwork assessment.

1. Fieldwork learning is a formal component of the curriculum and, therefore, should be assessed formally.

2. Assessment should focus on the integration and application of theoretical knowledge into practice.

3. Learning expectations should be articulated publicly as explicit learning outcomes that are aligned to core curricula.

4. All stakeholders should have input into the assessment process.5. Students should receive feedback on their placement.6. The educational institution should be responsible for determining the final outcome of the

fieldwork experience.7. Institutional policies should account for the distinctive characteristics of fieldwork assessment

and recognize the contextual difference of assessing practice.

Assessment of fieldwork is complex and challenging and requires fieldwork coordinators to ensure that the student reaches not only the basic academic requirements but also professional practice standards. Many courses rely on assessors who have different levels of expertise to conduct the evaluations including workplace staff, university academics, students and their peers and on many occasions these evaluations are based on subjective rather than objective judgements (Cooper et al., 2010). Moderation is a quality assurance process directed at ensuring that assessments are marked with accuracy, consistency and fairness.  Moderation can be effected through several methods and is part of the Quality Assessment Cycle. It includes the entire assessment event, including the design and post-event analysis of the fitness of the assessment of student learning. In general, moderation is likely to work best when it is based on the following principles:

Assessments are designed so that they are clearly linked to the intended learning outcomes. Pre-marking meetings or other activities are undertaken to ensure that assessors are able to

clarify their understanding of the assessment criteria. Assessment criteria are clearly communicated to students, both in the pre-assessment phase

and also when providing feedback. Assessments are subject to regular review: their frequency, style and the relative success

rate of students are appraised as a regular part of the improvement cycle.(Office of Assessment, Teaching and Learning, Curtin University, 2010)

There are several methods of assessing students during and on completion of their fieldwork experience. The method of choice is usually dependent on the fieldwork setting and who and what is being assessed. Cooper et al. (2010) outline the following assessment approaches that can be used on fieldwork placements.

Work required: a check list is used to tick off when students successfully complete a previously agreed upon set of tasks.

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Competency-based: students are observed to demonstrate evidence of achieving competency standards.

Reflective assessment: this can be either theory or practice based. Students can be given an episode of work to review or be asked to keep a reflective journal while on a placement.

Work/learning contract: students negotiate a set of learning objectives and assessment criteria.

Project work: students carry out a pre-negotiated project and submit a written report on completion of the project.

Critical incident analysis: students reflect on a critical incident in which they were involved Case study/ history: student undertakes a detailed study of a person or a feature and

develops a plan for change. Portfolio of evidence: student generates a portfolio of their achievements can be managed

in hard copy or electronically. Direct observational: student observed over a period of time and a record is kept of the

observer’s estimation of student’s level of competence. Assessment post-work integrated learning experience: all assessments are reserved

until the student completes the fieldwork experience.

(Cooper et al., 2010, pp. 114-113)

Moderation in Fieldwork EducationModeration is a process which involves assessors working in collaboration to review, compare and evaluate assessment processes to ensure consistency in assessment outcomes. Ideally, the principle of moderation in fieldwork and work integrated learning (WIL) assessment is to promote a quality assurance process to teaching and learning. Moderated assessments are marked with accuracy, consistency and fairness.  According to Mahmud & Sanderson (2011) moderation can be applied to:

Consistency in assessment and marking; Processes for ensuring comparability; Measurements of quality control; Processes to look for equivalence and maintenance of academic standards to ensure

fairness, and Part of quality assurance practice (p15/16).

In fieldwork and WIL, assessment is complex and challenging, as academic and professional standards are assessed simultaneously within authentic learning opportunities. It is best when authentic learning outcomes reflect a critical thinking and problem-solving approach to real life learning. Authentic learning outcomes refer to the application of learning to real life situations, which cannot always be predicted and reproduced to their unique and complex circumstances, and which also cannot be reduced from complex to simple task (Knight & Yorke, 2003; Patrick et al, 2007; Sadler, 2007). For the student the transition to this application of fieldwork and WIL is critical as the student demonstrates independent thought and action. Another challenge of fieldwork and WIL environments is that multiple assessors exist so that potentially a subjective rather than objective judgement of student performance can occur (Patrick et al, 2007). Thus, moderation ensures that there is a collaborative and objective assessment in evaluation processes (Adie, Klenowski, Wyatt-Smith, 2011). Moderation processes are encouraged in the fieldwork education despite the challenges. Most disciplines will embrace a moderation model that suits its requirement. Table 1 outlines the style of moderation models that can be applied within a discipline, depending on the scope, framework and number of students within fieldwork and WIL settings. Where student engagement occurs in multiple fieldwork sites it may not be feasible to moderate in all circumstances. Decisions regarding moderation management processes ought to be made at School level and forms part of the School’s accountability practice. For example, the Education requires each student to be moderated at each fieldwork site. Thus student performance is moderated throughout his/her fieldwork experience. While Table 1 outlines discrete moderation models, it is possible for Schools to combine and modify one or more models to suit the curriculum assessment objectives and student performance.It is the role of the Fieldwork Coordinator to monitor for quality purposes all factors of teaching and learning including:

moderation of fieldwork assessment design, standards and quality within a unit

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assessments which are subjected to regular review and their frequency, style and the relative success rate of students are appraised as a regular part of the improvement cycle

maintenance of records of moderation of results and processes used.

Some of these assessment methods are easier to moderate than others especially those that are graded rather than require a pass/fail assessment. However, developing moderation processes for all forms of fieldwork assessments is essential. Moderation of fieldwork assessment is important because it mitigates the risks associated with assessing students within authentic settings and provides evidence of the quality of the fieldwork program.

Table 1: Moderation Models

Model Method of Application

Calibration model: a team work approach

Establish a common understanding of the Discipline standards in context before fieldwork experience.

The Fieldwork coordinator determines fieldwork expected outcomes that reflect achievement of fieldwork experience;

Discussion of case-studies or expected scenarios between fieldwork supervisors and mentors to ensure they have a consistent application of standards

The task specific descriptors are consistent with the unit learning outcomes and these are addressed in order to provide a common and explicit language for assessment;

Formulate assessment rubrics to reflect discipline standards; Include formative and summative feedback and assessment Continued dialogue between fieldwork supervisors and mentors

to enable and validate the application of the discipline standards; Fieldwork coordinator submits a report on the analysis of the

moderation process.

Conferencing model: a collaborative team work approach

Supervisors involved in professional dialogue with other supervisors to reach consensus during fieldwork experience.

Calibration model applied; Task descriptors are given to mentors who assess student performance against these criteria; Discussion of student performance outcomes between the

mentor and supervisor; Mentor and supervisor independently assess student

performance and compare judgements and feedback to student; Each discipline will determine the frequency of the conferencing

moderation model; Fieldwork coordinator submits a report on the analysis of the

moderation process.

Expert Model: applying an expert approach Imposes an application of the Discipline standards.

Supervisors grade all student performance and verify assessment results by submitting selected samples to Fieldwork coordinator (expert).

Expert provides advice whether or not a consistent application of the Standards has been applied.

It is possible that judgements and grades may be reviewed to comply with feedback given by the expert;

Fieldwork coordinator submits a report on the analysis of the moderation process.

Adapted from Adie, Klenowski, Wyatt-Smith, (2011)Adapted from Curtin University’s Fieldwork Guidelines Manual, 2011, pp. 20-22.

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Practical ActivityBreak into small groups of 3 or 4 people. Spend a few minutes answering the questions outlined in the second worksheet on your own. After that time each member can provide the rest of the group with their answers.

Use the time to think about and discuss ways you can improve the quality of the assessment of your fieldwork programs. Don’t limit your thinking at this point about resources or political issues, just consider possibilities. Think about the data you can collect that is currently available to you. For example, student evaluation forms, fieldwork placement evaluations, student satisfaction surveys etc. What other data might you need? How would you go about collecting that? What data collection tools are missing?

Required ReadingCooper, L., Orell, J., & Bowden, M. (2010). Work integrated learning a guide to

effective practice. New York, NY: Routledge.

Additional ResourcesEffectively Managing Internal and External Communication Quinn, R., Faerman, S., Thompson, M., McGrath, M., & St.Clair, L. (2007). Becoming a master

manager: A competing values approach (4th ed.). Hoboken, NJ: Wiley.

Quality Enhancement FrameworksAustralian Universities Quality Agency http://www.auqa.edu.au/

Holly, M., Arhar, J., & Kasten, W. (2005). Action research for teachers: Travelling the yellow brick road. (2nd ed.) New Jersey: Pearson/Merrill/Prentice Hall.

Kember, D. (2000). Action learning, Action Research: Improving the quality of teaching and learning. London, UK: Kogan Page.

Stringer, E. (2008). Action Research in Education. (2nd ed.) Ohio: Pearson Prentice Hall

The Australian Higher Education Quality Assurance Framework http://www.dest.gov.au/archive/highered/occpaper/00g/00g.pdf

Tertiary Education and Quality Standards Agency http://www.deewr.gov.au/HigherEducation/Policy/teqsa/Pages/Overview.aspx

Assessment and Moderation in FieldworkBloxham, S., & Boyd, P. (2007). Developing effective assessment in higher education: A practical

guide. London, UK: Open University press.

Boud, D., & Falchikov, N. (Eds.) (2007). Rethinking assessment for higher education: learning for the longer term. London, UK: Routledge.

Coates, H. (2010). Defining and monitoring academic standards in Australian higher Education. Higher Education Management and Policy, 22(1), 1-17.

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Adie, L, V Klenowski, and C Wyatt-Smith. "Towards an Understanding of Teacher Judgement in the Context of Social Moderation." Educational Review (2011).

McAllister, L., Paterson, M., & Higgs, J. (Eds.) (2010). Innovations in Allied Health fieldwork Education: A critical appraisal. Rotterdam: Sense publishers.

Mentkowski, M. (2000). Learning that lasts: Integrating learning, development, and performance in college and beyond. San Francisco: Jossey – Bass.

Yorke, M. (2005). Issues in the assessment of practice-based professional learning. A Report prepared for the Practice-based Professional Learning CETL at the Open University, http://www.open.ac.uk/pbpl/resources/details/details.php?itemId=460d02103f4fc , viewed 3 September 2008.

ALTC Funded Project: Using professional standards: Assessing work integrated learning in initial teacher education: http://www.altc.edu.au/project-professional-standards-assessing-wil-griffith-2010

ReferencesEffectively Managing Internal and External Communication

Flynn, N., (2007). E-Mail Management: 50 Tips for Keeping Your Inbox Under Control. Crisp Fifty-Minute Series, NETg.

Illumine Training (nd). http://www.mind-mapping.co.uk/mind-maps-examples/personal-and-lifestyle.htm

Kotler, P., & Armstrong, G. (2005). Principles of marketing. (11th ed.) New Jersey: Pearson Prentice Hall.

Robson, J., & Torrish, D. (2005). Managing internal communication: an organisational case study. Corporate Communications: An International Journal, 10(3), 213-222.

Working Sm@rt with Email. Priority Management.traing@priorityperth.com.au

Quality Enhancement FrameworksAmerican Society for Quality. Common quality issues in education (nd). Retrieved February 3, 2011,

from http://asq.org/education/why-quality/common-issues.html

Brown, J., & Marshall, B. (2008). Continuous Quality improvement: An effective strategy for improvement of program outcomes in a higher education setting. Nursing Education Perspectives, 29(4), 205-211.

Coghlan, D., & Casey, M. (2001). Action research from the inside: issues and challenges in doing action research in your own hospital. Journal of Advanced Nursing, 35(5), 674-682.

Kaplan, R., & Norton, D. (1996). Linking the balanced scorecard to strategy. Californian Management Review, Fall.

Ladyshewsky, R. (1996). East meets west: The influence of language and culture in clinical education. Australian Physiotherapy, 42(4), 287-294.

Langley, G., Moen, R., Nolan, K., Nolan, T., Norman. C., & Provost, L. (2009). The improvement guide: A practical approach to enhancing organizational performance (2nd ed). San Francisco: Jossey-Bass.

Robbins, S., Millett, B., & Waters-Marsh, T. (2004). Organisational Behaviour. (4th ed.). New South Wales: Pearson Education Australia.

Streubert, H., & Carpenter, D. (2011). Qualitative research in nursing advancing the humanistic imperative. Philadelphia: Wolters Kluwer/Lippincott Williams & Wilkins.

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Assessment and Moderation in Fieldwork

Cooper, L., Orell, J., & Bowden, M. (2010). Work integrated learning a guide to effective practice. New York, NY: Routledge.

Hughes, C. (1998). Practicum learning: perils of the authentic workplace. Higher Education Research & Development, 17(2), 207-227.

Kane, M. (2002). Correlates of MSW students’ perceptions of preparedness to manage risk and personal liability. Advances in Social Work, 3(2), 134-145.

Knight, P.T. and Yorke, M. (2003) Assessment, learning and employability. Maidenhead: Open University Press.

Office of assessment, Teaching and learning. (2010). Developing appropriate assessment tasks. In Teaching and Learning at Curtin 2010 (pp. 22-44). Curtin University: Perth. Retrieved February 3, 2011 from http://otl.curtin.edu.au/publications/TL_BOOKLET_JUNE_2010_revised.pdf

Mahmud, S, and G Sanderson. "Moderation for Fair Assessment in Transnational Learning and Teaching." Surrey Hills, NSW: Australian Learning and Teaching Council, 2011.

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