data test

This paper was reviewed, accepted, and discussed at the 2015 European Association for Research and Learning in Instruction conference, Cyprus. It raises issues as to what doctoral education for advanced research methods should look like.

This document provides an overview of the New Methods for New Methods Doctoral Education Project

This is an unfunded grant application to the Volkswagen Stiftung in 2015. It suggests ways that research could be conducted to establish consensus around what needs to be done to prepare new researchers for research beyond doctoral degree.

This published study, drawing on the 2007 technical report, shows that there is great disparity among research supervisors in education as to what research methods can be taught. However, there is strong agreement as to the teachability of those components relative to the competencies successful students require. This version is the author's submitted...

This is an unfunded grant application submitted to the Spencer Foundation in 2016. It recommends using an international digital Delphi Study to generate consensus around what should be taught in quantitative research methods and how it should be taught.

One of the academic understandings that formed the basis of the merger of the Auckland College of Education and The University of Auckland, School of Education to form the Faculty of Education was that evidence-based research would inform faculty teaching. For three years prior to the merger, the School of Education and Auckland College of Education had...

This document summarises in bullet point form interview conducted in summer 2015 with various German academics concerning the methodological needs of doctoral students in education.

This is a brief provocation given to the Faculty of Education and Social Work concerning the design of assessments that could be used in future work.

A provocation to the School of Biological Sciences, Faculty of Science, University of Auckland, November, 2016. This presentation outlines key issues that need to be considered in potentially redesigning the assessment components of courses. It focuses on decisions around curriculum alignment, diversity of data collection, and establishing validity.

This is a staff development workshop conducted at King Saud University, Riyadh, Saudi Arabia in February 2013. Presentation details are: Brown, G. T. L. (2013, February 10). Keys to Successful Student Outcomes Assessments. Keynote presentation to the 2nd Annual Forum for University Teaching: Learning Outcomes Assessment, King Saud University, Riyadh, KSA....

This is a staff development workshop given at King Saud University, Riyadh, Saudi Arabia in February 2013. Goals for the workshop included:–develop an understanding of the principles of validity, reliability, and fairness as they apply to the design of multiple assessment tasks –learn to conduct simple statistical procedures for verifying reliability of...

This concept map (FreeMind) outlines the intended content of the course Educ706AB taught at UoA. It attempts to outline the major issues and ideas of measurement and point to the types of statistical methods needed to analyse properly and sufficiently the complexities of educational data.

This resource is published by the Education University of Hong Kong. It provides a series of interviews with a variety of academics on different research methods used in education. My own contribution is on Survey Research including design of instrumentation and statistical analysis of survey data. This work was recorded when i was an Associate Professor...

This is a lecture given at Umea University, Sweden in September 2017. It is based on the published study: Brown, G. T. L., & Abdulnabi, H. (2017). Evaluating the quality of higher education instructor-constructed multiple-choice tests: Impact on student grades. Frontiers in Education: Assessment, Testing, & Applied Measurement, 2(24).....

In addition to graduating students with significant disciplinary knowledge and skill, universities often seek to inculcate a range of generic cognitive and communicative skills and valued attitudes and dispositions. In New Zealand and Australia, these ambitions are referred to as graduate attributes. This study examines student self‐reported endorsement...

In addition to graduating students with significant disciplinary knowledge and skill, universities often seek to inculcate a range of generic cognitive and communicative skills and valued attitudes and dispositions. In New Zealand and Australia, these ambitions are referred to as graduate attributes. This report examines student self‐reported endorsement...

This report examines student self‐reported endorsement of three attributes drawn from The University of Auckland’s Graduate Profile. An online survey of the attributes was completed by first‐ and final‐year undergraduates and Graduate Diploma students in the Faculty of Education at two time points (early 2014 and late 2014 academic year). Factor analyses...

This website is the outward face of the Ako Aotearoa funded project. As part of an Ako Aotearoa national funded project, representatives from several tertiary institutions and the New Zealand Association of Graduate Employers have partnered to discover, trial and disseminate means of embedding employability in the curriculum

These pictures are part of Safeya Janahi's unpublished MA thesis at the University of Auckland supervised by me and Dr Pat Bullen. They were drawn by university students in Bahrain and by Bahraini students studying in New Zealand. Recommended citation is:Janahi, S. (2013). Bahraini university students’ conception of assessment within different educational...

This paper presents a detailed psychometric analysis of the Big Five Inventory 10-item version (BFI10) administered among NZ tertiary teacher education students. The study shows that previous models of the BFI10 were not valid or well-structured. Alternative models were tested and found to fit somewhat better but rejected the Openness factor and moved...