File(s) under permanent embargo
Forensic undergraduate cohort; job readiness curricula
journal contribution
posted on 2019-01-01, 00:00 authored by Xavier ConlanXavier Conlan, Michelle HarveyMichelle Harvey, Tiffany GunningTiffany Gunning, Annalisa DurdleAnnalisa DurdleA self- and peer-assessment strategy was implemented to support learning, teaching and assessment of undergraduate forensic science students’ capacity to work in a team. This strategy aimed to fill the gap observed in teamwork assessment, which historically focuses on the project outcome rather than an individual’s performance within a team. The online assessment tool, SPARKPLUS, was chosen as the platform to provide students with the teamwork skills criteria and levels of achievement they were required to self and peer assess against, during forensic investigation assessment team tasks. This work-integrated learning involved three components: (1) processing a mock crime scene; (2) laboratory analysis of the evidence collected; and (3) development and presentation of a police brief of evidence. A comparison of the distribution of the self- and peer-assessment ratings from students in second- and third-year cohorts shows that this approach improves assessment of teamwork.
History
Journal
Australian journal of forensic sciencesVolume
51Issue
sup1Season
ANZFSS symposium Supplement SeriesPagination
S243 - S246Publisher
Taylor & FrancisLocation
Abingdon, Eng.Publisher DOI
ISSN
0045-0618eISSN
1834-562XLanguage
engPublication classification
C1 Refereed article in a scholarly journalCopyright notice
2019, Australian Academy of Forensic SciencesUsage metrics
Categories
No categories selectedKeywords
Licence
Exports
RefWorks
BibTeX
Ref. manager
Endnote
DataCite
NLM
DC