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  • File:2.4 (a) Focus and content of SET.jpg - UCD - CTAG
    22 55 11 September 2011 295 471 32 KB WikiSysop Talk contribs You cannot overwrite this file File usage The following file is a duplicate of this file more details File 3 1 a Focus and content of SET jpg The following page links to this file Section 2 4 Focus and Content of SET Retrieved from http www ucdoer ie index php title File 2 4 a Focus and

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  • File:2.4 the focus and content of SET.jpg - UCD - CTAG
    at that time Date Time Thumbnail Dimensions User Comment current 22 57 11 September 2011 378 405 23 KB WikiSysop Talk contribs You cannot overwrite this file File usage The following page links to this file Section 2 4 Focus and Content of SET Retrieved from http www ucdoer ie index php title File 2 4 the focus and content of SET jpg oldid 1542 Page tools Printable version A

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  • Section 2.4 Focus and Content of SET - UCD - CTAG
    improving teaching and learning or some aspect of the module or course while summative SET uses feedback for more administrative reasons such as quality assurance or personnel resource decisions An overview of this distinction is provided below In summative SET there s often a focus on the teacher or their performance rather than course content and what the students actually do Edström 2008 provides a good insight into the different potential foci for SET for example teaching focused teacher or process or learner focused process or outcomes and the interplay between these factors This is discussed in more detail in Section 4 How to do it The difficulty with SET particularly summative SET is that to rate teaching quality it is first necessary to define what is meant by good teaching In recent years definitions have tended to focus on actively engaging and facilitating student learning as opposed to the more traditional didactic chalk and talk transmission of information Biggs 2003 Ramsden 2002 Prosser Trigwell 1999 However teaching by its nature is a subjective process and approaches that may be suitable or successful in one discipline may not transfer to another Edström 2008 reports that there is general consensus that teaching is a multidimensional construct and cites the following dimensions proposed by Cashin 1989 and Marsh 1984 The issues of measuring good teaching and single item indicators to measure multi dimensional concepts are further developed in Section 8 Activity 2 4 Before continuing to Section 4 take a moment to reflect on and identify what you think formative evaluations should focus on e g teaching or learning and accordingly what you think they should include Consider returning to this activity after exploring Section 4 to determine whether your attitudes and ideas have changed in any way Submit your answers Resources

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  • View source for Section 2.4 Focus and Content of SET - UCD - CTAG
    b Focus and content of SET jpg In summative SET there s often a focus on the teacher or their performance rather than course content and what the students actually do Edström 2008 provides a good insight into the different potential foci for SET for example teaching focused teacher or process or learner focused process or outcomes and the interplay between these factors This is discussed in more detail in Section 4 How to do it The difficulty with SET particularly summative SET is that to rate teaching quality it is first necessary to define what is meant by good teaching In recent years definitions have tended to focus on actively engaging and facilitating student learning as opposed to the more traditional didactic chalk and talk transmission of information Biggs 2003 Ramsden 2002 Prosser Trigwell 1999 However teaching by its nature is a subjective process and approaches that may be suitable or successful in one discipline may not transfer to another Edström 2008 reports that there is general consensus that teaching is a multidimensional construct and cites the following dimensions proposed by Cashin 1989 and Marsh 1984 File 2 4 the focus and content of SET jpg The issues of measuring good teaching and single item indicators to measure multi dimensional concepts are further developed in Section 8 class light blue cell Activity 2 4 userform revisions form method post input type hidden name userforms input type hidden name pagename value FULLPAGENAMEE Before continuing to Section 4 take a moment to reflect on and identify what you think formative evaluations should focus on e g teaching or learning and accordingly what you think they should include Consider returning to this activity after exploring Section 4 to determine whether your attitudes and ideas have changed in any way input type textarea

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  • Revision history of "Section 2.4 Focus and Content of SET" - UCD - CTAG
    revisions to compare and hit enter or the button at the bottom Legend cur difference with latest revision prev difference with preceding revision m minor edit cur prev 21 30 14 September 2011 Djennings Talk contribs 3 504 bytes 1 cur prev 19 01 13 September 2011 Djennings Talk contribs 3 505 bytes 60 cur prev 23 03 11 September 2011 Djennings Talk contribs 3 445 bytes 1 124 cur prev 23 00 11 September 2011 Djennings Talk contribs 2 321 bytes 193 cur prev 22 58 11 September 2011 Djennings Talk contribs 2 128 bytes 1 170 cur prev 22 55 11 September 2011 Djennings Talk contribs 958 bytes 216 cur prev 22 54 11 September 2011 Djennings Talk contribs 1 174 bytes 264 cur prev 22 54 11 September 2011 Djennings Talk contribs 910 bytes 910 Created page with NOTITLE NOTOC div class light blue corner Template Page Header div The motivation for conducting SET will be the most influential factor in the evaluation s fo Retrieved from http www ucdoer ie index php title Section 2 4 Focus and Content of SET Page tools Printable version A Z glossary of terms Who s online Most recent additions

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  • Section 2.5 Involvement of Students - UCD - CTAG
    researchers Alsmadi 2005 Lemos Queirós Teixeira Menezes 2010 Felton Koper Mitchell Stinson 2008 Moore Kuol 2005 Ramsden 2003 This section explores various facets of student involvement in evaluation of teaching and touches upon issues expanded in other sections of the website Section 2 5 1 Need for Active Engagement Section 2 5 2 Problems using Student Ratings Section 2 5 3 Tutor Attitudes to Student Involvement in SET Section 2

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  • View source for Section 2.5 Involvement of Students - UCD - CTAG
    about the validity and use of students comments is far from universally accepted and has prompted thousands of studies Spooren Mortelmans Denekens 2007 In general research suggests that well designed student ratings can be a valuable source of info for evaluating aspects of faculty teaching performance Marsh 1984 Calderon Green Reider 1994 a sentiment supported by many researchers Alsmadi 2005 Lemos Queirós Teixeira Menezes 2010 Felton Koper Mitchell Stinson 2008 Moore Kuol 2005 Ramsden 2003 This section explores various facets of student involvement in evaluation of teaching and touches upon issues expanded in other sections of the website h2 Section 2 5 1 Need for Active Engagement h2 h2 Section 2 5 2 Problems using Student Ratings h2 h2 Section 2 5 3 Tutor Attitudes to Student Involvement in SET h2 h2 Section 2 5 4 Student Vs Tutor attitudes to SET h2 span class back step link Section 2 What Is SET Back To Section 2 span span class next step link Section 2 5 1 Need for Active Engagement Continue to Section 2 5 1 span br class clear Category Evaluation Template used on this page Template Page Header view source protected Return to Section 2 5 Involvement

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  • Revision history of "Section 2.5 Involvement of Students" - UCD - CTAG
    11 September 2011 Djennings Talk contribs 1 368 bytes 264 cur prev 23 08 11 September 2011 Djennings Talk contribs 1 632 bytes 264 cur prev 23 08 11 September 2011 Djennings Talk contribs 1 368 bytes 1 368 Created page with NOTITLE NOTOC div class light blue corner Template Page Header div As the term suggests students are an integral part of the evaluation process However opinio Retrieved from

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