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  • Assessing for Teaching and Learning Module Descriptor - UCD - CTAG
    approaches that have been shown to encourage higher order thinking skills and a deep approach to learning Nichols 2002 Chalmer Fuller 1996 Lander et al 1995 Within a scaffolded environment Dall Alba 2005 Van Der Stuyf 2002 participants will act as critical friends helping each other to explore ways of applying these methods in their classes Curry 2008 Bambino 2002 Appleby 1998 There will be a particular focus on the central role of assessment in influencing how students approach their studies Schouller 2000 Atkins et al 1993 and on how assessment can be structured to encourage and enable students to become critical persons Roberts 2006 Boud 1995 Knight 1995 Learning Outcomes Having successfully completed this module you will have demonstrated the ability to 1 Critically review and consequentially improve the teaching methods learning materials and assessment regimes of a module or other coherent set of learning activities 2 Relate the choices made in the selection and application of the above to the established literature on teaching and learning in Higher Education Back to the Homepage Retrieved from http www ucdoer ie index php title Assessing for Teaching and Learning Module Descriptor oldid 731 Page tools Printable version A Z glossary

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  • Assessing for Teaching and Learning Module Overview - UCD - CTAG
    or available module content within UCDOER offers a series of exercises and activities embedded amidst core theory and 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 Assessing and Teaching for Learning Assessment Requirements To acquire credits as part of the The Graduate Diploma in University Teaching and Learning one must follow these guidelines for assessment This module is assessed by a negotiated project which will normally include a a critical review of some of the teaching and assessment methods suggested in the literature and b a critical evaluation in use of the use of new to the individual teachers concerned active learning and assessment methods Content Using a collaborative mutual support group to review and improve lessons modules and assessment strategies including how feedback can be given to students in a way that likely to

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  • Ten Guiding Principals/Exercises - UCD - CTAG
    and the development of autonomous learning skills Biggs 2003a 3 Give students clear and easy to understand details of the assessment criteria used McMahon O Riordan 2006 4 Be aware of assessment and learning outcomes of other modules Blackwell and Williamson 1999 5 Allow students choices and preferences in their learning Elton 1988 6 Use a number of shorter assessments with a mixture of formative feedback and summative assessments particularly in the first semester to ease students into the higher education learning experience 7 Avoid overemphasis on the unseen written examination Brown Bull and Pendlebury 1997 8 Use a variety of assessment types to support the principles of inclusive learning http www cete org 9 Don t over assess Blackwell and Williamson 1999 Association of Law Teachers 1996 10 Don t cluster student assessments too close together Blackwell and Williamson 1999 You will see that we have grouped the ten principles into six thematic areas In the following section you will find a series of exercises designed to enable you to conduct a thorough review of your assessment practices We recommend that you address one module at a time when going through the cycle of exercises All the time bringing

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  • Ten Guiding Principles/Exercises - UCD - CTAG
    details of the assessment criteria used McMahon O Riordan 2006 4 Be aware of assessment and learning outcomes of other modules Blackwell and Williamson 1999 5 Allow students choices and preferences in their learning Elton 1988 6 Use a number of shorter assessments with a mixture of formative feedback and summative assessments particularly in the first semester to ease students into the higher education learning experience 7 Avoid overemphasis on the unseen written examination Brown Bull and Pendlebury 1997 8 Use a variety of assessment types to support the principles of inclusive learning See Aishe Readings 2007 1 1 9 Don t over assess Blackwell and Williamson 1999 Association of Law Teachers 1996 10 Don t cluster student assessments too close together Blackwell and Williamson 1999 You will see that we have grouped the ten principles into six thematic areas In the following section you will find a series of exercises designed to enable you to conduct a thorough review of your assessment practices We recommend that you address one module at a time when going through the cycle of exercises All the time bringing the 10 Guiding Principles to bear upon each exercise and within your own practice Further

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  • Category:Assessing and Teaching for Learning - UCD - CTAG
    7 total A Assessing and Teaching for Learning Module Descriptor Assessing and Teaching for Learning Module Map Assessing and Teaching for Learning Module Overview A cont Assessing for Teaching and Learning Module Descriptor Assessing for Teaching and Learning Module Overview T Ten Guiding Principals Exercises T cont Ten Guiding Principles Exercises Retrieved from http www ucdoer ie index php title Category Assessing and Teaching for Learning oldid 934 Page tools

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  • Category:Assessing and Teaching for Learning - UCD - CTAG
    7 total A Assessing and Teaching for Learning Module Descriptor Assessing and Teaching for Learning Module Map Assessing and Teaching for Learning Module Overview A cont Assessing for Teaching and Learning Module Descriptor Assessing for Teaching and Learning Module Overview T Ten Guiding Principals Exercises T cont Ten Guiding Principles Exercises Retrieved from http www ucdoer ie index php title Category Assessing and Teaching for Learning oldid 934 Page tools

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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

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  • Category talk:Assessing and Teaching for Learning - UCD - CTAG
    caused by following an outdated history link to a page that has been deleted Details can be found in the deletion log Retrieved from http www ucdoer ie index php title Category talk Assessing and Teaching for Learning oldid 33137 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

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