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  • View source for Section 6: Impact On Teaching - UCD - CTAG
    6 4 Negative Consequences of SET on Teaching h2 h2 Section 6 5 Barriers to making changes h2 h2 Section 6 6 Implications for future use h2 h2 Section 6 7 Examples of Impact of SET on Teaching h2 span class back step link Evaluation Sections Evaluation Sections span span class next step link Section 6 1 Changing Role of Teaching Continue to Section 6 1 span br class clear

    Original URL path: http://www.ucdoer.ie/index.php?title=Section_6:_Impact_On_Teaching&action=edit (2016-02-14)
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  • Revision history of "Section 6: Impact On Teaching" - UCD - CTAG
    758 bytes 21 cur prev 17 07 14 September 2011 Djennings Talk contribs 737 bytes 1 cur prev 17 07 14 September 2011 Djennings Talk contribs 736 bytes 232 cur prev 17 06 14 September 2011 Djennings Talk contribs 504 bytes 134 cur prev 17 04 14 September 2011 Djennings Talk contribs 370 bytes 264 cur prev 17 04 14 September 2011 Djennings Talk contribs 106 bytes 106 Created page

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  • Section 7.1 Start of Semester - UCD - CTAG
    by students during the current term as opposed to subsequent ones Activity 7 1 What should be the focus of SET at this stage What s not suitable for inclusion at this point Draft 5 sample items that could be used at the start of your next module Item 1 Item 2 Item 3 Item 4 Item 5 Submit your answers Back To Section 7 Continue to Section 7 2

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  • View source for Section 7.1 Start of Semester - UCD - CTAG
    during the current term as opposed to subsequent ones class light blue cell Activity 7 1 userform revisions form method post input type hidden name userforms input type hidden name pagename value FULLPAGENAMEE What should be the focus of SET at this stage input type textarea name Activity 7 1 userform name Activity 7 1 What s not suitable for inclusion at this point br input type textarea name Activity 7 1 userform name Activity 7 1 Draft 5 sample items that could be used at the start of your next module Item 1 br input type textarea name Activity 7 1 userform name Activity 7 1 Item 2 br input type textarea name Activity 7 1 userform name Activity 7 1 Item 3 br input type textarea name Activity 7 1 userform name Activity 7 1 Item 4 br input type textarea name Activity 7 1 userform name Activity 7 1 Item 5 br input type textarea name Activity 7 1 userform name Activity 7 1 h3 Submit your answers h3 div class form box input type submit class save button value Save Your Answers div formend span class back step link Section 7 When To Do SET Back

    Original URL path: http://www.ucdoer.ie/index.php?title=Section_7.1_Start_of_Semester&action=edit (2016-02-14)
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  • Section 7.2 Mid-Semester - UCD - CTAG
    from employing earlier feedback procedures Hendry Cumming Lyon Gordon 2001 Laverie 2002 Narasimhan 2001 Richardson 2005 Mid semester evaluations largely fulfil the more formative developmental goal of evaluation and inviting student feedback mid semester not only provides an indication of the suitability of content pace and style but also demonstrates a commitment to improvement a desire to involve students is associated with higher student participation rates in the final end of term summative SET survey Brown 2008 Price Goldman 1981 Smart Kelley and Conant 2003 posit that many academics employ a more continuous approach to evaluation engaging in a process of evaluation not just a series of one off measures One potential problem with this however is that if not adequately controlled and conducted in conjunction with other active modules module co ordinators students may find themselves faced with a litany of evaluation methods Regardless of how unobtrusive or innovative these are there is a very real risk that students will suffer from feedback fatigue affecting the quality and validity of the information they provide If conducted properly some of the advantages identified by Fisher and Miller 2008 include i A holistic rather than a piecemeal approach to evaluation ii Increases student awareness of how to contribute to and be better prepared for tutorials and class discussion participation and greater sense of reflection iii Can address unique concerns of a cohort in real time limiting the development of potential problems iv Can improve the teaching learning partnership since the questions employed by the lecturer will reflect the course convenor s expectations while the feedback provided give the lecturer some indication of the students expectations Activity 7 2 Which methods are most and least suited to mid semester SET Most Suitable Methods Least Suitable Methods Back to 7 1 Continue to

    Original URL path: http://www.ucdoer.ie/index.php?title=Section_7.2_Mid-Semester&oldid=1901 (2016-02-14)
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  • View source for Section 7.2 Mid-Semester - UCD - CTAG
    Kelley and Conant 2003 posit that many academics employ a more continuous approach to evaluation engaging in a process of evaluation not just a series of one off measures One potential problem with this however is that if not adequately controlled and conducted in conjunction with other active modules module co ordinators students may find themselves faced with a litany of evaluation methods Regardless of how unobtrusive or innovative these are there is a very real risk that students will suffer from feedback fatigue affecting the quality and validity of the information they provide If conducted properly some of the advantages identified by Fisher and Miller 2008 include class green cell i A holistic rather than a piecemeal approach to evaluation ii Increases student awareness of how to contribute to and be better prepared for tutorials and class discussion participation and greater sense of reflection iii Can address unique concerns of a cohort in real time limiting the development of potential problems iv Can improve the teaching learning partnership since the questions employed by the lecturer will reflect the course convenor s expectations while the feedback provided give the lecturer some indication of the students expectations class light blue cell Activity 7 2 userform revisions Which methods are most and least suited to mid semester SET div class exercise exercise table Most Suitable Methods Least Suitable Methods input type textarea name Most Suitable Methods userform name Most Suitable Methods input type textarea name Least Suitable Methods userform name Least Suitable Methods input type textarea name Most Suitable Methods userform name Most Suitable Methods input type textarea name Least Suitable Methods userform name Least Suitable Methods input type textarea name Most Suitable Methods userform name Most Suitable Methods input type textarea name Least Suitable Methods userform name Least Suitable Methods input

    Original URL path: http://www.ucdoer.ie/index.php?title=Section_7.2_Mid-Semester&action=edit (2016-02-14)
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  • Section 7.3 End of Semester - UCD - CTAG
    to experience it as a whole reflect on experiences and provide a considered response As Richardson 2005 states it makes sense to see student feedback at the end of a particular module or programme of study From a summative perspective this rationale holds fast for example a student cannot be expected to comment on all aspects of the assessment procedure if they have yet to sit their end of term exam frequently the largest contributor to their final assessment grade However by waiting until this point to gather feedback could be regarded as unethical McKeachie Kaplan 1996 since this deprives students the opportunity to benefit from any changes made to teaching the module programme as a result of their input Activity 7 3 What are the main advantages and disadvantages of conducting SET solely at the end of the semester as they relate to both staff and students Advantages Disadvantages Lecturer Student Back to 7 2 Continue to Section 7 4 Back To Section 7 Retrieved from http www ucdoer ie index php title Section 7 3 End of Semester oldid 1904 Page tools Printable version A Z glossary of terms Who s online Most recent additions Your account 91

    Original URL path: http://www.ucdoer.ie/index.php?title=Section_7.3_End_of_Semester&oldid=1904 (2016-02-14)
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  • View source for Section 7.3 End of Semester - UCD - CTAG
    From a summative perspective this rationale holds fast for example a student cannot be expected to comment on all aspects of the assessment procedure if they have yet to sit their end of term exam frequently the largest contributor to their final assessment grade However by waiting until this point to gather feedback could be regarded as unethical McKeachie Kaplan 1996 since this deprives students the opportunity to benefit from any changes made to teaching the module programme as a result of their input class light blue cell Activity 7 3 userform revisions What are the main advantages and disadvantages of conducting SET solely at the end of the semester as they relate to both staff and students div class exercise exercise table Advantages Disadvantages Lecturer input type textarea name Advantages userform name Advantages input type textarea name Disadvantages userform name Disadvantages Student input type textarea name Advantages userform name Advantages input type textarea name Disadvantages userform name Disadvantages div input type submit value Save Your Answers class save button formend span class back step link Section 7 2 Mid Semester Back to 7 2 span span class next step link Section 7 4 Post Graduation Continue to Section 7

    Original URL path: http://www.ucdoer.ie/index.php?title=Section_7.3_End_of_Semester&action=edit (2016-02-14)
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