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  • Revision history of "Section 7.3 End of Semester" - UCD - CTAG
    September 2011 Djennings Talk contribs 1 976 bytes 264 cur prev 21 06 14 September 2011 Djennings Talk contribs 2 240 bytes 264 cur prev 21 06 14 September 2011 Djennings Talk contribs 1 976 bytes 1 976 Created page with NOTITLE NOTOC div class light blue corner Template Page Header div It seems logical to collect feedback on students experience on a module or programme upon i Retrieved from

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  • Section 7.4 Post-Graduation - UCD - CTAG
    be sought sometime after graduation Richardson 2005 Post graduate SETs are predominantly conducted to evaluate at the programme level see Section 2 3 3 and Section 4 13 and are designed to allow students the opportunity to apply the skills learned during their training and to reflect on the adequacy of the training for their chosen vocation Activity 7 4 The use of multiple methods in a multi dimensional approach has been suggested in a bid to circumvent the limitations of SET Saroyan Amundsen 2001 Ellery 2006 suggests a conceptual framework for how this may look The table below provides an overview of the structure Before reading the article provide several suggestions for the methods and nature of feedback at each level Timing Method Type of Feedback Pre Module Mid Module End of Module Post Module Resources Ellery K 2006 Multi dimensional evaluation for module improvement A mathematics based case study Assessment and Evaluation in Higher Education 31 135 149 Back to 7 3 Continue to Section 8 Back To Section 7 Retrieved from http www ucdoer ie index php title Section 7 4 Post Graduation oldid 1907 Page tools Printable version A Z glossary of terms Who s online

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  • View source for Section 7.4 Post-Graduation - UCD - CTAG
    conducted to evaluate at the programme level see Section 2 3 3 and Section 4 13 and are designed to allow students the opportunity to apply the skills learned during their training and to reflect on the adequacy of the training for their chosen vocation class light blue cell Activity 7 4 userform revisions The use of multiple methods in a multi dimensional approach has been suggested in a bid to circumvent the limitations of SET Saroyan Amundsen 2001 Ellery 2006 suggests a conceptual framework for how this may look The table below provides an overview of the structure Before reading the article provide several suggestions for the methods and nature of feedback at each level div class exercise exercise table Timing Method Type of Feedback Pre Module input type textarea name Method userform name Method input type textarea name Type of Feedback userform name Type of Feedback Mid Module input type textarea name Method userform name Method input type textarea name Type of Feedback userform name Type of Feedback End of Module input type textarea name Method userform name Method input type textarea name Type of Feedback userform name Type of Feedback Post Module input type textarea name Method userform name Method input type textarea name Type of Feedback userform name Type of Feedback div input type submit value Save Your Answers class save button formend div class emphasis 1 h2 Resources h2 Ellery K 2006 Multi dimensional evaluation for module improvement A mathematics based case study Assessment and Evaluation in Higher Education 31 135 149 div span class back step link Section 7 3 End of Semester Back to 7 3 span span class next step link Section 8 Reliability Validity Continue to Section 8 span span class back step link Section 7 When To Do SET Back

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  • File:Section 7.png - UCD - CTAG
    time Date Time Thumbnail Dimensions User Comment current 20 33 14 September 2011 250 169 4 KB WikiSysop Talk contribs You cannot overwrite this file File usage The following page links to this file Section 7 When To Do SET Retrieved from http www ucdoer ie index php title File Section 7 png oldid 1894 Page tools Printable version A Z glossary of terms Who s online Most recent additions

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  • Section 7: When To Do SET? - UCD - CTAG
    circumstances of the lecturer and their immediate needs Section 7 1 Start of Semester Section 7 2 Mid Semester Section 7 3 End of Semester Section 7 4 Post Graduation Activity 7 Before beginning when do you usually gather data What are the advantages and limitations of this time Submit your answers Evaluation Sections Continue to Section 7 1 Retrieved from http www ucdoer ie index php title Section 7

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  • Talk:Section 7: When To Do SET? - UCD - CTAG
    Back to Evaluation Sections Retrieved from http www ucdoer ie index php title Talk Section 7 When To Do SET 3F oldid 2113 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 account Bookmark and share Upload a file Views Page Discussion View source History Becoming a Better University Teacher

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  • View source for Section 7: When To Do SET? - UCD - CTAG
    timing of the evaluation depends on the same factors that affect content structure and format and method Several options are discussed below but the ideal time of evaluate depends on the individual circumstances of the lecturer and their immediate needs h2 Section 7 1 Start of Semester h2 h2 Section 7 2 Mid Semester h2 h2 Section 7 3 End of Semester h2 h2 Section 7 4 Post Graduation h2 class light blue cell Activity 7 userform revisions form method post input type hidden name userforms input type hidden name pagename value FULLPAGENAMEE Before beginning when do you usually gather data input type textarea name Activity 7 userform name Activity 7 What are the advantages and limitations of this time br input type textarea name Activity 7 userform name Activity 7 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 Evaluation Sections Evaluation Sections span span class next step link Section 7 1 Start of Semester Continue to Section 7 1 span br class clear Category Evaluation Template used on this page Template Page Header view source protected Return to Section 7 When

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  • View source for Section 8.1 General Issues of Reliability & Validity - UCD - CTAG
    forms that have only the lowest level of accuracy and content validity Hinton 1993 Concerns over these issues are understandably amplified when the data may impact on professional progression career prospects or the imposition of external controls or interventions on poorly performing institutions Rakoczy Klieme Bürgermeister Harks 2008 In general the discussion of the two occurs simultaneously as though one were synonymous with the other In reality these are two separate issues that present different challenges for SET h2 Section 8 1 1 Reliability h2 h2 Section 8 1 2 Validity h2 class light blue cell Activity 8 1 userform revisions form method post input type hidden name userforms input type hidden name pagename value FULLPAGENAMEE Before looking at the information in the following sections take a moment to reflect on your own experience of SET How would you define reliability and validity in relation to SET and what steps have you taken to address each Reliability in SET refers to input type textarea name Activity 8 1 userform name Activity 8 1 Steps I have taken to ensure reliablility include br input type textarea name Activity 8 1 userform name Activity 8 1 Validity in SET refers to br input type textarea name Activity 8 1 userform name Activity 8 1 Steps I have taken to ensure validity include br input type textarea name Activity 8 1 userform name Activity 8 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 8 Reliability Validity Back To Section 8 span span class next step link Section 8 1 1 Reliability Continue to Section 8 1 1 span br class clear Category Evaluation Template used on this page Template Page Header view source

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