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  • Section 9: UCD SFM - UCD - CTAG
    SFM throughout this section Section 9 1 Context Section 9 2 Development of SFM Tool Section 9 3 SFM Reports Section 9 4 SFM 2010 2011 Evaluation Sections Continue to Section 9 1 Retrieved from http www ucdoer ie index php title Section 9 UCD SFM oldid 2052 Page tools Printable version A Z glossary of terms Who s online Most recent additions Your account 91 105 69 17 Talk

    Original URL path: http://www.ucdoer.ie/index.php?title=Section_9:_UCD_SFM (2016-02-14)
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  • Category:Evaluation - UCD - CTAG
    2 4 Reason for Evaluating Section 3 Why Do SET Section 4 1 Approaching Evaluation Section 4 10 Methods S cont Section 4 11 Methods Section 4 12 Methods Section 4 13 Standardised Surveys Section 4 13 1 The Course Experience Questionnaire Section 4 13 2 Student Evaluation of Educational Quality Section 4 2 The Evaluation Cycle Section 4 3 Focus of Evaluations Section 4 4 Scope of SET Section 4 4 1 Traditional SET Instruments Section 4 4 2 Suggested Areas for Inclusion Section 4 4 3 Areas not typically included Section 4 5 Selecting an Evaluation Method Section 4 5 1 Multi Method Approach Section 4 6 Methods Section 4 6 1 Reliance on Surveys Section 4 6 2 Generic Questionnaires Section 4 6 3 Paper vs Digital Surveys Section 4 6 4 Advantages and Disadvantages of Online Surveys Section 4 6 5 Developing a survey Section 4 7 Methods Section 4 8 Methods Section 4 9 Methods Section 4 How To Do SET Section 5 1 Role of Feedback Section 5 2 Factors Affecting Feedback Section 5 4 Interpreting Feedback Section 5 5 Implementing change Section 5 6 Closing the Feedback Loop Section 5 7 Sharing Feedback Section 5 Feedback Section 6 1 Changing Role of Teaching Section 6 2 Need for Reflection Section 6 3 Positive Impact of SET on Teaching Section 6 4 Negative Consequences of SET on Teaching Section 6 4 1 Students Section 6 4 2 Staff S cont Section 6 4 3 Module Stage or Programme Section 6 4 4 Institutional Section 6 4 5 Other Negative Consequences Section 6 5 Barriers to making changes Section 6 5 1 Motivation Section 6 5 2 Direction Section 6 5 3 Data Use Section 6 7 Examples of Impact of SET on Teaching Section

    Original URL path: http://www.ucdoer.ie/index.php?title=Category:Evaluation&oldid=2055 (2016-02-14)
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  • Category:Evaluation - UCD - CTAG
    2 4 Reason for Evaluating Section 3 Why Do SET Section 4 1 Approaching Evaluation Section 4 10 Methods S cont Section 4 11 Methods Section 4 12 Methods Section 4 13 Standardised Surveys Section 4 13 1 The Course Experience Questionnaire Section 4 13 2 Student Evaluation of Educational Quality Section 4 2 The Evaluation Cycle Section 4 3 Focus of Evaluations Section 4 4 Scope of SET Section 4 4 1 Traditional SET Instruments Section 4 4 2 Suggested Areas for Inclusion Section 4 4 3 Areas not typically included Section 4 5 Selecting an Evaluation Method Section 4 5 1 Multi Method Approach Section 4 6 Methods Section 4 6 1 Reliance on Surveys Section 4 6 2 Generic Questionnaires Section 4 6 3 Paper vs Digital Surveys Section 4 6 4 Advantages and Disadvantages of Online Surveys Section 4 6 5 Developing a survey Section 4 7 Methods Section 4 8 Methods Section 4 9 Methods Section 4 How To Do SET Section 5 1 Role of Feedback Section 5 2 Factors Affecting Feedback Section 5 4 Interpreting Feedback Section 5 5 Implementing change Section 5 6 Closing the Feedback Loop Section 5 7 Sharing Feedback Section 5 Feedback Section 6 1 Changing Role of Teaching Section 6 2 Need for Reflection Section 6 3 Positive Impact of SET on Teaching Section 6 4 Negative Consequences of SET on Teaching Section 6 4 1 Students Section 6 4 2 Staff S cont Section 6 4 3 Module Stage or Programme Section 6 4 4 Institutional Section 6 4 5 Other Negative Consequences Section 6 5 Barriers to making changes Section 6 5 1 Motivation Section 6 5 2 Direction Section 6 5 3 Data Use Section 6 7 Examples of Impact of SET on Teaching Section

    Original URL path: http://www.ucdoer.ie/index.php?title=Category:Evaluation&printable=yes (2016-02-14)
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  • Log in - UCD - CTAG
    one Username Password Forgot your password Keep me logged in Help with logging in Retrieved from http www ucdoer ie index php title Special UserLogin 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 Special page Becoming a Better University Teacher by

    Original URL path: http://www.ucdoer.ie/index.php?title=Special:UserLogin&returnto=Category%3AEvaluation (2016-02-14)
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  • Category talk:Evaluation - UCD - CTAG
    surveys Gillian Hi Wolfgang I like the proposal It deals with the formative summative link very well I have a problem with linking these two approaches so your essay would be an interesting read Are your ideas linked to a module you are teaching at the moment I wasn t quite sure whether your two goals were accountability improving teaching or summative formative My feeling would be that the accountability improving teaching are conflicting goals If evaluation is used for accountability I think the lecturer will focus on making his teaching look good in the eyes of the evaluation So I would be interested to hear if there are any arguments for how these two goals can be achieved by one evaluation strategy Jon Why online surveys alone don t work Hi all Someone just sent me an interesting link to an article about online evaluation surveys Would you agree or disagree with any of the points raised in the article http ericbohms wordpress com 2011 08 09 why online only course and module surveys dont work Quality Control versus Accountability a Reconcilable Paradox in SET Assignment Proposal Wolfgang Marx In recent years student evaluation techniques have become an instrument in the more and more detailed attempts to establish quantifiable quality assurance and accountability systems in third level education This means that alongside their original purpose of improving aspects of teaching and learning thus being a tool of communication between students and lecturers with the results having an immediate impact on future student cohorts they increasingly also serve as instruments to establish accountability of academics in administrative decision making processes thus becoming a tool of communication between academics and managers as well as between university managers and politicians and other stakeholders On the OER website these two purposes are described as formative and summative SET although it appears possible to me that summative SET can also have its merits in a non accountability context if only in conjunction with formative SETs In this essay I want to investigate to what extent these two possible goals of SET exclude or complement each other What types of accountability are requested by policy makers Which of these can be supported by SET What kind of information is requested to establish SET as an instrument of accountability and does this information fulfil its task In what way does the theory of SET focus on formative rather than summative evaluation How do they complement each other How do the original formative SET side with the new goal Which SET could fulfil both roles at least in part My hypothesis would be that both goals can indeed be reconciled yet that the way in which accountability is requested shows that managers and politicians have no primary interest in quality assurance but use SET for their own more political and economic ends This will be looked at particularly in an Irish context with reference to recent policy papers like the Hunt Report or the implementation plans for

    Original URL path: http://www.ucdoer.ie/index.php?title=Category_talk:Evaluation (2016-02-14)
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  • View source for Category:Evaluation - UCD - CTAG
    div class category items h2 Evaluation Module Overview h2 h2 Evaluation Module Descriptor h2 h2 Evaluation Module Map h2 h2 Evaluation Sections h2 h2 Evaluation Resources h2 div span class back step link Main Page Back to the Homepage span br class clear Template used on this page Template Page Header Plain view source Return to Category Evaluation Retrieved from http www ucdoer ie index php title Category Evaluation Page

    Original URL path: http://www.ucdoer.ie/index.php?title=Category:Evaluation&action=edit (2016-02-14)
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  • Revision history of "Category:Evaluation" - UCD - CTAG
    2011 Djennings Talk contribs 370 bytes 1 cur prev 09 43 12 September 2011 Djennings Talk contribs 371 bytes 2 cur prev 09 43 12 September 2011 Djennings Talk contribs 373 bytes 39 cur prev 10 07 7 September 2011 Djennings Talk contribs 412 bytes 9 cur prev 09 57 7 September 2011 Djennings Talk contribs 421 bytes 2 cur prev 09 56 7 September 2011 Djennings Talk contribs 423 bytes 18 cur prev 09 54 7 September 2011 Djennings Talk contribs 441 bytes 2 cur prev 09 54 7 September 2011 Djennings Talk contribs 439 bytes 18 cur prev 09 49 7 September 2011 Djennings Talk contribs 421 bytes 91 cur prev 09 45 7 September 2011 Djennings Talk contribs 330 bytes 15 cur prev 09 42 7 September 2011 Djennings Talk contribs 315 bytes 184 cur prev 09 35 7 September 2011 Djennings Talk contribs 131 bytes 5 cur prev 09 34 7 September 2011 Djennings Talk contribs 126 bytes 0 cur prev 09 34 7 September 2011 Djennings Talk contribs 126 bytes 1 cur prev 09 34 7 September 2011 Djennings Talk contribs 125 bytes 125 Created page with NOTITLE NOTOC div class blue corner Template Page

    Original URL path: http://www.ucdoer.ie/index.php?title=Category:Evaluation&action=history (2016-02-14)
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  • Scholarship of Teaching Module Overview - UCD - CTAG
    practice It is the intention that these provide the impetus for academic engagement and development The nature of these activities predicates that the individual will apply these in a cyclical or re iterative manner within their practice developing over time a reflective evaluative and transformative approach to teaching and learning In this manner a portfolio of work is created that may form in part the basis upon which their negotiated assessment is formulated Each section is primarily self directed online and via professional practice When undertaken as part of the Professional Certificate Diploma in University Teaching Learning each module has a mandatory minimum of three core face to face sessions These sessions will provide a pivotal role in supporting the learners to engage with the UCDOER as a supportive framework for academic development to determine design and implement a personal negotiated assessment and to review and evaluate the resulting portfolio of work Scholarship of Teaching Continue to Scholarship of Teaching Module Descriptor Retrieved from http www ucdoer ie index php title Scholarship of Teaching Module Overview oldid 2176 Page tools Printable version A Z glossary of terms Who s online Most recent additions Your account 91 105 69 17 Talk

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