An Approach to Student-Lecturer Collaboration in the Design of Assessment Criteria and Standards Schemes

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Mulholland, Judith Anne, Geiger, Vince, Lamb, Janeen Therese and Jacobs, Rachael Frances. (2009). An Approach to Student-Lecturer Collaboration in the Design of Assessment Criteria and Standards Schemes. In J. Milton, K. Hall and J. Lang (Ed.). Proceedings of the ATN Assessment Conference 2009: Assessment in Different Dimensions. Melbourne, Australia: Learning and Teaching Unit, RMIT University. pp. 137 - 145
AuthorsMulholland, Judith Anne, Geiger, Vince, Lamb, Janeen Therese and Jacobs, Rachael Frances
KeywordsStrategic Basic;--Teacher Education and Professional Development of Educators;--Teacher and Instructor Development
Year2009
PublisherLearning and Teaching Unit, RMIT University
Open accessOpen access
Page range137 - 145
ISBN9780646524214
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
Place of publicationMelbourne, Australia
EditorsJ. Milton, K. Hall and J. Lang
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Peters, Colleen, Geiger, Vince, Goos, Merrilyn and Dole, Shelley. (2012). Numeracy in health and physical education. Australian Mathematics Teacher. 68(1), pp. 21 - 27.
Bringing personal values to work
Neidhart, Helga and Lamb, Janeen. (2012). Bringing personal values to work. In M. Bezzina (Ed.). Australia: Centre for Creative & Authentic Leadership.
Faith leadership and the primary principal (part 2): Both religious and spiritual
Neidhart, Helga and Lamb, Janeen Therese. (2011). Faith leadership and the primary principal (part 2): Both religious and spiritual. Journal of Catholic School Studies. 83(2), pp. 52 - 60.
Teachers' personal conceptions of numeracy
Goos, Merrilyn, Geiger, Vince and Dole, Shelley. (2011). Teachers' personal conceptions of numeracy. In B. Ubuz (Ed.). Proceedings of the 35th conference of the International Group for the Psychology of Mathematics Education: developing mathematical thinking. Turkey: International Group for the Psychology of Mathemati.... pp. 457 - 464
The role of digital technologies in numeracy
Geiger, Vince, Dole, Shelley and Goos, Merrilyn. (2011). The role of digital technologies in numeracy. In B. Ubuz (Ed.). Proceedings of the 35th conference of the International Group for the Psychology of Mathematics Education: developing mathematical thinking. Turkey: International Group for the Psychology of Mathematics Education. pp. 385 - 392
Improving numeracy education in rural schools: A professional development approach
Goos, Merrilyn, Dole, Shelley and Geiger, Vince. (2011). Improving numeracy education in rural schools: A professional development approach. Mathematics Education Research Journal. 23(2), pp. 129 - 148. https://doi.org/10.1007/s13394-011-0008-1
Factors affecting teachers' adoption of innovative practices with technology and mathematical modelling
Geiger, Vince. (2011). Factors affecting teachers' adoption of innovative practices with technology and mathematical modelling. In In G. Kaiser, W. Blum and R. Borromeo Ferri & G.Stillman (Ed.). pp. 305 - 314 Springer.
Reform in mathematics: The principal's zone of promoted action
Lamb, Janeen. (2011). Reform in mathematics: The principal's zone of promoted action. In J. Clark, B. Kissane and J. Mousley (Ed.). Mathematics: Traditions and [new] practices: Proceedings of the 2011 AAMT-MERGA conference. Australia: AAMT and MERGA. pp. 430 - 437
The school choice decision of Catholic families
Kennedy, Joy, Mulholland, J. and Dorman, J.. (2011). The school choice decision of Catholic families. Journal of Catholic School Studies (print version). 83(1), pp. 6 - 19.
Teacher professional learning in numeracy: Trajectories through a model for numeracy in the 21st century
Geiger, Vince, Goos, Merrilyn and Dole, Shelley. (2011). Teacher professional learning in numeracy: Trajectories through a model for numeracy in the 21st century. In J. Clark, B. Kissane and J. Mousley (Ed.). Mathematics: Traditions and [new] practices: Proceedings of the 2011 AAMT-MERGA conference. Australia: AAMT and MERGA. pp. 297 - 305
Theoretical perspectives on mathematics teacher change
Goos, Merrilyn and Geiger, Vince. (2010). Theoretical perspectives on mathematics teacher change. Journal of Mathematics Teacher Education. 13(6), pp. 499 - 507. https://doi.org/10.1007/s10857-010-9166-4
Technology, communication, and collaboration: Re-thinking communities of inquiry, learning and practice
Beatty, Ruth and Geiger, Vince. (2010). Technology, communication, and collaboration: Re-thinking communities of inquiry, learning and practice. In In C. Hoyles and J. Lagrange (Ed.). Mathematics Education and Technology-Rethinking the Terrain pp. 251 - 284 Springer. https://doi.org/10.1007/978-1-4419-0146-0_11
Leading learning within a plc: Implementing new mathematics content
Heirdsfield, Ann, Lamb, Janeen and Spry, Gayle. (2010). Leading learning within a plc: Implementing new mathematics content. The Mathematics Enthusiast. 7(1), pp. 93 - 112.
Faith leadership and the primary principal: An expanding role in Catholic schools
Neidhart, Helga and Lamb, Janeen. (2010). Faith leadership and the primary principal: An expanding role in Catholic schools. Journal of Catholic School Studies. 82(2), pp. 13 - 28.
Faith leadership and the primary principal: An expanding role in Catholic schools
Neidhart, Helga and Lamb, Janeen Therese. (2010). Faith leadership and the primary principal: An expanding role in Catholic schools. Journal of Catholic School Studies. 2(82), pp. 13 - 28.
Leading mathematics reform and the lost opportunity
Lamb, Janeen. (2010). Leading mathematics reform and the lost opportunity. Mathematics Teacher Education and Development. 12(2), pp. 32 - 46.
A teacher pair approach to adopting effective numeracy teaching practice
Lamb, Geiger, Vince and PhD, Janeen Therese Lamb. (2010). A teacher pair approach to adopting effective numeracy teaching practice. In L. Sparrow, B. Kissane and C. Hurst (Ed.). Shaping the future of mathematics education: proceedings of the 33rd annual conference of the Mathematics Education Research Group of Australasia. Australia: Mathematics Education Research Group of Australasia. pp. 312 - 319
Implementing mandated curriculum reform: Sources of support for teacher-meaning making
Lamb, Janeen Therese. (2010). Implementing mandated curriculum reform: Sources of support for teacher-meaning making [Thesis]. https://doi.org/10.4226/66/5a960454c6834
Auditing the numeracy demands of the middle years curriculum
Goos, Merrilyn, Geiger, Vince and Dole, Shelley. (2010). Auditing the numeracy demands of the middle years curriculum. In L. Sparrow, B. Kissane and C. Hurst (Ed.). Shaping the future of mathematics education: proceedings of the 33rd annual conference of the Mathematics Education Research Group of Australasia. Australia: Mathematics Education Research Group of Australasia. pp. 210 - 217
Cas-enabled technologies as 'agents provocateurs' in teaching and learning mathematical modelling in secondary school classrooms
Geiger, Vince, Faragher, Rhonda Muriel and Goos, Merrilyn. (2010). Cas-enabled technologies as 'agents provocateurs' in teaching and learning mathematical modelling in secondary school classrooms. Mathematics Education Research Journal. 22(2), pp. 48 - 68. https://doi.org/10.1007/BF03217565
Primary principals as faith leaders
Helga, Neidhart and Lamb, Janeen. (2010). Primary principals as faith leaders. A beacon of hope: A light for the future. Proceedings of the 2010, 5th International Conference on Catholic Education Leadership. Australia: Australian Catholic University. pp. 1 - 22
A social perspective on technology-enhanced mathematical learning: From collaboration to performance
Gadanidis, George and Geiger, Vince. (2010). A social perspective on technology-enhanced mathematical learning: From collaboration to performance. ZDM. 42(1), pp. 91 - 104. https://doi.org/10.1007/s11858-009-0213-5
Professional biography and storylines as tools for understanding vulnerability in early career male primary teachers
Hansen, Paul and Mulholland, Judith. (2009). Professional biography and storylines as tools for understanding vulnerability in early career male primary teachers. Journal of Catholic School Studies. 81(1), pp. 19 - 40.
Professional learning: Implementing new mathematics content
Spry, Veronica Gayle, Lamb, Janeen Therese and Heirdsfield, Ann. (2009). Professional learning: Implementing new mathematics content. Australian Association for Reseach in Education 2008 Conference Papers Collection [Proceedings]. Melbourne, Australia: Professional Resource Services Pty Ltd for AARE Office. pp. 1 - 14
The Master, Servant, Partner, Extension-of-self Framework in Individual, Small Group and Whole Class Contexts
Geiger, Vince. (2009). The Master, Servant, Partner, Extension-of-self Framework in Individual, Small Group and Whole Class Contexts. In R. Hunter, B. Bricknell and T. Burgess (Ed.). Crossing Divides: Proceedings of the 32nd Annual Conference of the Mathematics Education Research Group of Australasia (MERGA). Wellington, New Zealand: Mathematics Education Research Group of Australasia. pp. 201 - 208
Leading change in mathematics :The Queensland mathematics syllabus
Spry, Veronica Gayle and Lamb, Janeen Therese. (2009). Leading change in mathematics :The Queensland mathematics syllabus. In Roberta Hunter, Brenda Bicknell and Tim Burgess (Ed.). Crossing Divides: Proceedings of the 32nd Annual Conference of the Mathematics Education Research Group of Australasia (MERGA). Wellington, New Zealand: No Code. pp. 307 - 314
Parent participation in schools: Evaluating an innovative organisational model
Hansen, Paul and Mulholland, Judith. (2009). Parent participation in schools: Evaluating an innovative organisational model. International Journal of Knowledge, Culture and Change Management. 9(6), pp. 113 - 124.
CAS enabled devices as provocative agents in the process of mathematical modelling
Faragher, Rhonda Muriel, Redmond, Trevor, Lowe, Jim and Geiger, Vince. (2008). CAS enabled devices as provocative agents in the process of mathematical modelling. In M. Goos, R. Brown and K. Maker (Ed.). Navigating Currents and Charting Directions: Proceedings of the 31st Annual Conference of the Mathematics Education Research Group of Australasia. Adelaide, Australia: Mathematics Education Research Group of Australasia. pp. 246 - 253
College moon project Australia: Preservice teachers learning about the moon's phases
Mulholland, Judith and Ginns, Ian. (2008). College moon project Australia: Preservice teachers learning about the moon's phases. Research in Science Education. 38(3), pp. 385 - 399. https://doi.org/10.1007/s11165-007-9055-8
The emergence of social perspectives on the use of technology in Mathematics education
Geiger, Vince. (2008). The emergence of social perspectives on the use of technology in Mathematics education. In Marcelo C. Borba and Mariolina Bartolini Bussi (Ed.). Symposium on the Occasion of the 100th Anniversary of ICMI: Resources and Technology Throughout the History of ICMI. Rome, Italy: International Congress on Mathematical Education. pp. 1 - 3
Computer, craft, complexity, change: Explorations into science teacher knowledge
Mulholland, Judith and Wallace, John. (2008). Computer, craft, complexity, change: Explorations into science teacher knowledge. Studies in Science Education. 44(1), pp. 41 - 62. https://doi.org/10.1080/03057260701828135
Teacher vulnerability in early career teachers: Male primary teachers explore growth in self-understanding in first five years of teaching
Hansen, Paul and Mulholland, Judith. (2007). Teacher vulnerability in early career teachers: Male primary teachers explore growth in self-understanding in first five years of teaching. Journal of Catholic School Studies. 79(2), pp. 45 - 61.
Engaging pre-service teachers in multinational, multi-campus scientific and mathematical inquiry
Wilhelm, Jennifer Anne, Smith, Walter S., Walters, Kendra L., Sherrod, Sonya E. and Mulholland, Judith Anne. (2007). Engaging pre-service teachers in multinational, multi-campus scientific and mathematical inquiry. International Journal of Science and Mathematics Education. 6(1), pp. 131 - 162. https://doi.org/10.1007/s10763-007-9098-3
Understanding the self as instrument
Mulholland, Judith. (2007). Understanding the self as instrument. In In P.C. Taylor and J. Wallace (Ed.). Contemporary qualitative research: Exemplars for science and mathematics educators pp. 45 - 59 Springer.
Combining teaching experiments and professional learning: Conflicts between research and teacher outcomes
Lamb, Janeen, Cooper, Tom and Warren, Elizabeth. (2007). Combining teaching experiments and professional learning: Conflicts between research and teacher outcomes. Mathematics Education Research Journal. 19(3), pp. 73 - 92. https://doi.org/10.1007/BF03217463
Teacher actions :Enhancing the learning of mental computation in Year 2
Heirdsfield, Anne and Lamb, Janeen Therese. (2006). Teacher actions :Enhancing the learning of mental computation in Year 2. In Jarmila Novotna, Hana Moraova and Magdalena Kratka (Ed.). Proceedings of the 30th Conference of the International Group for the Psychology of Mathematics Education. Prague, Czech Republic: Atelier Guimaec, sro. pp. 281 - 288
More Than Tools: Mathematically Enabled Technologies As Partner and Collaborator
Geiger, Vince. (2006). More Than Tools: Mathematically Enabled Technologies As Partner and Collaborator. In P.C. Hoyles, J. Lagrange and L. Son (Ed.). Technology Revisited: Digital Technologies; Rethinking the Terrain: Proceedings of the 17th ICMI Study Conference. London, England: International Commission on Mathematical Instruction. pp. 182 - 189
Teacher Professional Development in Patterns and Algebra :Being Sensitive to a Teacher's Zone of Proximal Development
Lamb, Janeen Therese, Warren, Elizabeth Anne and Cooper, Tom. (2006). Teacher Professional Development in Patterns and Algebra :Being Sensitive to a Teacher's Zone of Proximal Development. In Peter Grootenboew, Robyn Zvenbrergen and Mohan Chinnappan (Ed.). Identities; Cultures and Learning Spaces: Proceedings of the 29th Annual Conference of the Mathematics Education Research Group of Australasia. Adelaide, Australia: Mathematics Education Research Group of Australasia. pp. 543 - 550
Investigating functional thinking in the elementary classroom: Foundations of early algebra reasoning
Warren, Elizabeth, Cooper, Tom and Lamb, Janeen. (2006). Investigating functional thinking in the elementary classroom: Foundations of early algebra reasoning. The Journal of Mathematical Behavior. 25(3), pp. 208 - 223. https://doi.org/10.1016/j.jmathb.2006.09.006
In search of practical wisdom: A conversation between a researcher and a teacher
Goos, Merrilyn and Geiger, Vince. (2006). In search of practical wisdom: A conversation between a researcher and a teacher. For the Learning of Mathematics: an international journal of mathematics education. 26(2), pp. 33 - 35.
Standing on the Outside: A Tale of How Technology Can Engage Those Working on the Margins of a Community of Inquiry
Geiger, Vince. (2006). Standing on the Outside: A Tale of How Technology Can Engage Those Working on the Margins of a Community of Inquiry. In P. Grootenboer, R. Zevenbergen and M. Chinnappan (Ed.). Identities; Cultures and Learning Spaces: Proceedings of the 29th Annual Conference of the Mathematics Education Research Group of Australasia. Adelaide, Australia: Mathematics Education Research Group of Australasia. pp. 246 - 253
Living in the Gap: A Tale of Two Different Types of Researchers
Geiger, Vince and Goos, Merrilyn. (2006). Living in the Gap: A Tale of Two Different Types of Researchers. In P. Grootenboer, R. Zevenbergen and M. Chinnappan (Ed.). Identities; Cultures and Learning Spaces: Proceedings of the 29th Annual Conference of the Mathematics Education Research Group of Australasia. Adelaide, Australia: Mathematics Education Research Group of Australasia. pp. 254 - 261
Year 2 inaccurate but flexible mental computers: Teacher actions supporting growth
Heirdsfield, Ann and Lamb, Janeen. (2006). Year 2 inaccurate but flexible mental computers: Teacher actions supporting growth. In P. L. Jeffery (Ed.). AARE 2006 International Education Research Conference Engaging Pedagogies. Melbourne, Australia: Australian Association for Research in Education. pp. 1 - 8
Growing the tree of teacher knowledge: Ten years of learning to teach elementary science
Mulholland, Judith and Wallace, John. (2005). Growing the tree of teacher knowledge: Ten years of learning to teach elementary science. Journal of Research in Science Teaching. 42(7), pp. 766 - 790. https://doi.org/10.1002/tea.20073
Master, servant, partner and extension of self: A finer grained view of this taxonomy
Geiger, Vince. (2005). Master, servant, partner and extension of self: A finer grained view of this taxonomy. In P. Clarkson, A.Downton and D. Gronn (Ed.). Building Connections, Theory, Research and Practice: Proceedings of the 28th Annual Conference of the Mathematics Education Research Group of Australasia. Sydney, Australia: Mathematics Education Research Group of Australasia. pp. 369 - 376
Mental Computation :The benefits of informed teacher instruction
Heirdsfield, Ann and Lamb, Janeen. (2005). Mental Computation :The benefits of informed teacher instruction. In P. Clarkson, A. Downton and D. Gronn (Ed.). Building connections: Research; theory and practice (Proceedings of the 28th annual conference of the Mathematics Education Research Group of Australasia). Sydney, Australia: Mathematics Education Research Group of Australasia. pp. 419 - 426
Caring and elementary teaching the concerns of male beginning teachers
Hansen, Paul and Mulholland, Judith. (2005). Caring and elementary teaching the concerns of male beginning teachers. Journal of Teacher Education. 56(2), pp. 119 - 131. https://doi.org/10.1177/0022487104273761
Do single gender classrooms in co-educational settings address boys' underachievement? An Australian study
Mulholland, Judith, Hansen, Paul and Kaminski, Eugene. (2004). Do single gender classrooms in co-educational settings address boys' underachievement? An Australian study. Educational Studies. 30(1), pp. 19 - 32. https://doi.org/10.1080/0305569032000159714
Assessment of science teaching efficacy of preservice teachers in an Australian university
Mulholland, Judith, Dorman, Jeffrey and Odgers, Barbara. (2004). Assessment of science teaching efficacy of preservice teachers in an Australian university. Journal of Science Teacher Education. 15(4), pp. 313 - 331.
The impact of developing teacher conceptual knowledge of division
Booker, George and Lamb, Janeen Therese. (2004). The impact of developing teacher conceptual knowledge of division. In M. J. Hoines and A. B. Fuglestad (Ed.). Proceedings of the 28th Conference of the International group for the psychology of mathematics education. Bergen, Norway: Bergen University College. pp. 177 - 184
Strength, sharing and service: Restorying and the legitimation of research texts
Mulholland, Judith and Wallace, John. (2003). Strength, sharing and service: Restorying and the legitimation of research texts. British Educational Research Journal. 29(1), pp. 5 - 23. https://doi.org/10.1080/0141192032000057348
Crossing borders: Learning and teaching primary science in the pre-service to in-service transition
Mulholland, Judith and Wallace, John. (2003). Crossing borders: Learning and teaching primary science in the pre-service to in-service transition. International Journal of Science Education. 25(7), pp. 879 - 898. https://doi.org/10.1080/09500690305029
Choosing and using technology for secondary mathematical modelling tasks: Choosing the right peg for the right hole
Geiger, Vince, Galbraith, Peter, Renshaw, Peter and Goos, Merrilyn. (2003). Choosing and using technology for secondary mathematical modelling tasks: Choosing the right peg for the right hole. In Mathematical Modelling in Education and Culture Chichester Horwood.
Technology-enriched classrooms: Some implications for teaching applications and modelling
Galbraith, Peter, Renshaw, Peter, Goos, Merrilyn and Geiger, Vince. (2003). Technology-enriched classrooms: Some implications for teaching applications and modelling. In Mathematical Modelling in Education and Culture Chichester Horwood.
Facilitating primary science teaching: A narrative account of research as learning
Mulholland, Judith and Wallace, John. (2003). Facilitating primary science teaching: A narrative account of research as learning. Teachers and Teaching: Theory and Practice. 9(2), pp. 133 - 155. https://doi.org/10.1080/13540600309374
Perspectives on technology mediated learning in secondary school mathematics classrooms
Goos, Merrilyn, Galbraith, Peter, Renshaw, Peter and Geiger, Vince. (2003). Perspectives on technology mediated learning in secondary school mathematics classrooms. The Journal of Mathematical Behavior. 22(1), pp. 73 - 89. https://doi.org/10.1016/S0732-3123(03)00005-1
Men who become primary school teachers: An early portrait
Mulholland, Judith and Hansen, Paul. (2003). Men who become primary school teachers: An early portrait. Asia-Pacific Journal of Teacher Education. 31(3), pp. 213 - 224.
What Students Say: Analysis of Structured Survey Data in Relation to Technology and Mathematics
Geiger, Vince. (2003). What Students Say: Analysis of Structured Survey Data in Relation to Technology and Mathematics. In L. Bragg, C. Campbell and G. Herbert (Ed.). MERINO - Mathematics Education Research: Innovation, Networking, Opportunity: Proceedings of the 26th Annual Conference of the Mathematics Education Research Group of Australasia. Melbourne, Australia: Mathematics Education Research Group of Australasia. pp. 380 - 387
The impact of teachers' understanding of division on their students' knowledge of division
Lamb, Janeen Therese. (2003). The impact of teachers' understanding of division on their students' knowledge of division. In In B.A. Knight and W. Scott (Ed.). Learning Difficulties: Multiple Perspectives pp. 147 - 163 Pearson Education.
Navigating border crossings: How primary teachers learn to teach science
Mulholland, Judith and Wallace, John. (2002). Navigating border crossings: How primary teachers learn to teach science. Teaching Science. 48(2), pp. 12 - 19.
Teacher induction and elementary science teaching: Enhancing self-efficacy
Mulholland, Judith Anne and Wallace, John Paul. (2001). Teacher induction and elementary science teaching: Enhancing self-efficacy. Teaching and Teacher Education. 17(2), pp. 243 - 261. https://doi.org/10.1016/S0742-051X(00)00054-8