archive-ie.com » IE » U » UCDOER.IE

Total: 813

Choose link from "Titles, links and description words view":

Or switch to "Titles and links view".
  • 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

    Original URL path: http://www.ucdoer.ie/index.php?title=Assessing_for_Teaching_and_Learning_Module_Descriptor&oldid=731 (2016-02-14)
    Open archived version from archive


  • View source for Assessing for Teaching and Learning Module Descriptor - UCD - CTAG
    the more effective Participants will explore methods and 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 span class back step link Main Page Back to the Homepage span Category Assessing and Teaching for Learning Return to Assessing

    Original URL path: http://www.ucdoer.ie/index.php?title=Assessing_for_Teaching_and_Learning_Module_Descriptor&action=edit (2016-02-14)
    Open archived version from archive

  • Revision history of "Assessing for Teaching and Learning Module Descriptor" - UCD - CTAG
    difference with latest revision prev difference with preceding revision m minor edit cur prev 12 31 24 May 2010 Djennings Talk contribs 1 488 bytes 0 cur prev 12 30 24 May 2010 Djennings Talk contribs 1 488 bytes 49 cur prev 11 44 24 May 2010 Djennings Talk contribs 1 439 bytes 1 cur prev 11 43 24 May 2010 Djennings Talk contribs 1 440 bytes 21 cur prev 11 42 24 May 2010 Djennings Talk contribs 1 461 bytes 66 cur prev 11 41 24 May 2010 Djennings Talk contribs 1 527 bytes 2 cur prev 11 41 24 May 2010 Djennings Talk contribs 1 525 bytes 1 cur prev 11 34 24 May 2010 Djennings Talk contribs 1 524 bytes 257 cur prev 11 33 24 May 2010 Djennings Talk contribs 1 781 bytes 258 cur prev 11 33 24 May 2010 Djennings Talk contribs 1 523 bytes 1 523 Created page with NOTITLE NOTOC div class green corner Template Page Header Plain div Module Description this module encourages teachers to focus on what the learners do in Retrieved from http www ucdoer ie index php title Assessing for Teaching and Learning Module Descriptor Page tools Printable

    Original URL path: http://www.ucdoer.ie/index.php?title=Assessing_for_Teaching_and_Learning_Module_Descriptor&action=history (2016-02-14)
    Open archived version from archive

  • 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

    Original URL path: http://www.ucdoer.ie/index.php?title=Assessing_for_Teaching_and_Learning_Module_Overview&oldid=933 (2016-02-14)
    Open archived version from archive

  • View source for Assessing for Teaching and Learning Module Overview - UCD - CTAG
    in supporting the learners to engage with the UCDOER as a supportive framework for academic development and by association The Graduate Diploma in University Teaching and Learning to determine design and implement a personal negotiated assessment and to review and evaluate the resulting portfolio of work Each themed section 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 enhance their future learning span class back step link Category Assessing and Teaching for Learning Assessing and Teaching for Learning span span class next step link Assessing and Teaching for Learning Module Descriptor Continue to Assessing and Teaching for Learning Module Descriptor span Category Assessing and Teaching for Learning Return to

    Original URL path: http://www.ucdoer.ie/index.php?title=Assessing_for_Teaching_and_Learning_Module_Overview&action=edit (2016-02-14)
    Open archived version from archive

  • Revision history of "Assessing for Teaching and Learning Module Overview" - UCD - CTAG
    bytes 210 cur prev 12 31 24 May 2010 Djennings Talk contribs 2 003 bytes 50 cur prev 11 48 24 May 2010 Djennings Talk contribs 1 953 bytes 258 cur prev 11 48 24 May 2010 Djennings Talk contribs 2 211 bytes 258 cur prev 11 48 24 May 2010 Djennings Talk contribs 1 953 bytes 1 953 Created page with Each module is primarily self directed online and

    Original URL path: http://www.ucdoer.ie/index.php?title=Assessing_for_Teaching_and_Learning_Module_Overview&action=history (2016-02-14)
    Open archived version from archive

  • Ten Guiding Principles/Exercise 1 - UCD - CTAG
    Oxford Brookes Selecting methods of Assessment 1 for ideas on what methods are appropriate to what circumstances don t forget to search or take a glance at the materials here in the UCDOER e g 2 Use the matrix below to review how many different types of assessment you currently use and what you may use in future once again keeping the 10 Guiding Principals in mind Exercise 1 Assessment Methods Use Now Have Used in Could Use in Traditional Unseen Written Exams Seen Written Exams where the exam questions are given in advance Objective Tests e g MCQs Project Reports Projects created object Dissertations Presentations Posters Learning Journals Portfolio Book Review Essay Letter of Advice Lab Reports Fieldwork Report Fieldwork specified result Case Study Group Work Exhibition Models Photographs Newspaper Magazine Journal Article Audio Tape Video Tape Others Number used Number of Identified New Possibilities Submit your answers Back to the Introduction Continue to Exercise 2 Retrieved from http www ucdoer ie index php title Ten Guiding Principles Exercise 1 oldid 2735 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

    Original URL path: http://www.ucdoer.ie/index.php?title=Ten_Guiding_Principles/Exercise_1 (2016-02-14)
    Open archived version from archive

  • 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

    Original URL path: http://www.ucdoer.ie/index.php?title=Ten_Guiding_Principals/Exercises&oldid=1448 (2016-02-14)
    Open archived version from archive