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  • Section 2.5 Involvement of Students - UCD - CTAG
    researchers Alsmadi 2005 Lemos Queirós Teixeira Menezes 2010 Felton Koper Mitchell Stinson 2008 Moore Kuol 2005 Ramsden 2003 This section explores various facets of student involvement in evaluation of teaching and touches upon issues expanded in other sections of the website Section 2 5 1 Need for Active Engagement Section 2 5 2 Problems using Student Ratings Section 2 5 3 Tutor Attitudes to Student Involvement in SET Section 2

    Original URL path: http://www.ucdoer.ie/index.php?title=Section_2.5_Involvement_of_Students (2016-02-14)
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  • Section 2.5.1 Need for Active Engagement - UCD - CTAG
    of a symbiotic relationship students and their feedback and perceptions of teaching should play a role in improving the quality of education Zabaleta 2007 Either way the success of student evaluation systems is heavily dependent on students active participation and meaningful input Chen Hoshower 1998 According to Solis 2003 there is very little data to suggest that this is happening From the students perspective they have consistently reported having little knowledge of the process following completion of the survey or of the purpose of SET in general Balam Shannon 2010 and expressed scepticism and concern about the impact and benefit of engaging in SET Lindbo 2005 Schmelkin 2002 Sojka Gupta and Deeter Schmeiz 2002 Furthermore given that within UCD each student is required to complete the Student Feedback on modules Survey for each module they complete this equates to approximately 6 per semester or 12 per year and a total of 36 to 50 depending on the duration of the programmes and modules taken Activity 2 5 1 What was the participation rate for your last SET either in class or end of term survey What did you do to promote participation What steps could be taken to increase engagement

    Original URL path: http://www.ucdoer.ie/index.php?title=Section_2.5.1_Need_for_Active_Engagement (2016-02-14)
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  • Section 2.5.2 Problems using Student Ratings - UCD - CTAG
    the table below identify which aspects you feel that students should and should not comment on Which areas should students be invited to comment upon Which areas should students be not invited to comment upon What implications does this have for formative and for summative evaluation Submit your answers Back To Section 2 5 1 Continue to Section 2 5 3 Back To Section 2 Retrieved from http www ucdoer

    Original URL path: http://www.ucdoer.ie/index.php?title=Section_2.5.2_Problems_using_Student_Ratings (2016-02-14)
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  • Section 2.5.3 Tutor Attitudes to Student Involvement in SET - UCD - CTAG
    literature see Beran and Rokosh 2009 for a good overview Several reasons are provided in the top half of the table below Spaces are left for the addition of further reasons for positive or negative attitudes and also for steps that may be taken to address or minimise the negative issues or build on the positive Positive attitude Reason for positive attitude Ways to develop or build upon General usefulness for lecturers Potential value for development Beneficial and often easy to administer Can be used as evidence of quality teaching Negative attitude Reason for negative attitude Ways to address or minimise Sceptical about use in personnel decisions Problem with dissemination or publication of results Method of legitimising surveillance that promotes fear and self doubt Questions over ability of tool to quantify and accurately evaluate teaching Resources Beran T N Rokosh J L 2009 Instructors perspectives on the utility of student ratings of instruction Instructional Science 37 2 171 184 Back To Section 2 5 2 Continue to Section 2 5 4 Back To Section 2 Retrieved from http www ucdoer ie index php title Section 2 5 3 Tutor Attitudes to Student Involvement in SET oldid 1925 Page tools Printable

    Original URL path: http://www.ucdoer.ie/index.php?title=Section_2.5.3_Tutor_Attitudes_to_Student_Involvement_in_SET (2016-02-14)
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  • Section 2.5.4 Student Vs Tutor attitudes to SET - UCD - CTAG
    students doubted that SET resulted in easier grading or significantly impacted on teaching or learning Sojka Gupta and Deeter Schmeiz 2002 while Sojka Ashok and Dawn 2002 conversely reported that lecturers were more likely to believe that SET ratings did influence in the teaching and learning experiences in their module A series of myths about student evaluation of teaching were explored by Aleamoni 1987 1999 and revisited by Balam and Shannon 2010 Balam and Shannon reported that only two of the above statements received any degree of support belief though there were differences in the opinions of staff and students on several points Activity 2 5 4 Consider the myths listed Before reading the paper which two do you think received highest student ratings of support and why Do the results surprise you What does this mean for your own evaluations Submit your answers Resources Beran T N Rokosh J L 2009 Instructors perspectives on the utility of student ratings of instruction Instructional Science 37 2 171 184 Back to Evaluation Continue to Section 3 Back To Section 2 Retrieved from http www ucdoer ie index php title Section 2 5 4 Student Vs Tutor attitudes to SET oldid 2702

    Original URL path: http://www.ucdoer.ie/index.php?title=Section_2.5.4_Student_Vs_Tutor_attitudes_to_SET (2016-02-14)
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  • Section 2: What Is SET? - UCD - CTAG
    3 Evaluation Level Section 2 4 Focus and Content of SET Section 2 5 Involvement of Students Evaluation Sections Continue to Section 2 1 Retrieved from http www ucdoer ie index php title Section 2 What Is SET 3F oldid 1519 Page tools Printable version A Z glossary of terms Who s online Most recent additions Your account 91 105 69 17 Talk for this IP address Log in create

    Original URL path: http://www.ucdoer.ie/index.php?title=Section_2:_What_Is_SET%3F (2016-02-14)
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  • Section 3.1 Formative & Summative Background - UCD - CTAG
    latter as summative SET This section provides an introduction to this distinction by exploring definitions and purposes for each Section 3 1 1 Defining Formative SET Section 3 1 2 Defining Summative SET Activity 3 1 Based on the information to date and before reading Section 3 1 1 can you define summative SET and formative SET in 10 words or less Submit your answers Back To Section 3 Continue

    Original URL path: http://www.ucdoer.ie/index.php?title=Section_3.1_Formative_%26_Summative_Background (2016-02-14)
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  • Section 3.1.1 Defining Formative SET - UCD - CTAG
    themes A brief review of the evaluation literature suggests that formative SET involves lecturers standing back from classroom experiences to assess what is happening and to come up with new practices Nsibande Garraway 2011 the concept of the reflective practitioner as a model for academic development Edström 2008 feedback for those who want to develop some aspect of their teaching Chen Howshower 2003 feedback about and suggestions for improving a curriculum Wojtczak 2002 the best opportunities for improvement Carmichael Palmero Reeve Vallence 2001 lecturers develop their teaching Marsh Roche 1993 informal formative evaluations to ensure interest and attention are being maintained Ellery 2006 Activity 3 1 1 Which aspect s do you feel is central to formative SET With reference to the Activity in Section 3 1 how would you develop or amend you definitions based on those provided above Submit your answers Back to 3 1 Continue to Section 3 1 2 Back To Section 3 Retrieved from http www ucdoer ie index php title Section 3 1 1 Defining Formative SET oldid 1930 Page tools Printable version A Z glossary of terms Who s online Most recent additions Your account 91 105 69 17 Talk for this IP

    Original URL path: http://www.ucdoer.ie/index.php?title=Section_3.1.1_Defining_Formative_SET (2016-02-14)
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