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  • Section 2.5.1 Need for Active Engagement - UCD - CTAG
    of a symbiotic relationship students and their feedback and perceptions of teaching should play a role in improving the quality of education Zabaleta 2007 Either way the success of student evaluation systems is heavily dependent on students active participation and meaningful input Chen Hoshower 1998 According to Solis 2003 there is very little data to suggest that this is happening From the students perspective they have consistently reported having little knowledge of the process following completion of the survey or of the purpose of SET in general Balam Shannon 2010 and expressed scepticism and concern about the impact and benefit of engaging in SET Lindbo 2005 Schmelkin 2002 Sojka Gupta and Deeter Schmeiz 2002 Furthermore given that within UCD each student is required to complete the Student Feedback on modules Survey for each module they complete this equates to approximately 6 per semester or 12 per year and a total of 36 to 50 depending on the duration of the programmes and modules taken Activity 2 5 1 What was the participation rate for your last SET either in class or end of term survey What did you do to promote participation What steps could be taken to increase engagement

    Original URL path: http://www.ucdoer.ie/index.php?title=Section_2.5.1_Need_for_Active_Engagement&oldid=2746 (2016-02-14)
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  • View source for Section 2.5.1 Need for Active Engagement - UCD - CTAG
    feedback and perceptions of teaching should play a role in improving the quality of education Zabaleta 2007 Either way the success of student evaluation systems is heavily dependent on students active participation and meaningful input Chen Hoshower 1998 According to Solis 2003 there is very little data to suggest that this is happening From the students perspective they have consistently reported having little knowledge of the process following completion of the survey or of the purpose of SET in general Balam Shannon 2010 and expressed scepticism and concern about the impact and benefit of engaging in SET Lindbo 2005 Schmelkin 2002 Sojka Gupta and Deeter Schmeiz 2002 Furthermore given that within UCD each student is required to complete the Student Feedback on modules Survey for each module they complete this equates to approximately 6 per semester or 12 per year and a total of 36 to 50 depending on the duration of the programmes and modules taken class light blue cell Activity 2 5 1 form method post input type hidden name userforms input type hidden name pagename value FULLPAGENAMEE userform revisions What was the participation rate for your last SET either in class or end of term survey input type textarea name Activity 2 5 1 userform name Activity 2 5 1 What did you do to promote participation br input type textarea name Activity 2 5 1 2 userform name Activity 2 5 1 2 What steps could be taken to increase engagement for both in class formative and end of term SFM methods br input type textarea name Activity 2 5 1 3 userform name Activity 2 5 1 3 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

    Original URL path: http://www.ucdoer.ie/index.php?title=Section_2.5.1_Need_for_Active_Engagement&action=edit (2016-02-14)
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  • Revision history of "Section 2.5.1 Need for Active Engagement" - UCD - CTAG
    difference with latest revision prev difference with preceding revision m minor edit cur prev 12 26 14 February 2013 Djennings Talk contribs 2 855 bytes 2 cur prev 12 22 14 February 2013 Djennings Talk contribs 2 857 bytes 1 cur prev 12 22 14 February 2013 Djennings Talk contribs 2 856 bytes 0 cur prev 12 12 14 February 2013 Djennings Talk contribs 2 856 bytes 4 cur prev 12 10 14 February 2013 Djennings Talk contribs 2 852 bytes 4 cur prev 21 30 14 September 2011 Djennings Talk contribs 2 848 bytes 5 cur prev 19 04 13 September 2011 Djennings Talk contribs 2 853 bytes 250 cur prev 23 17 11 September 2011 Djennings Talk contribs 2 603 bytes 165 cur prev 23 16 11 September 2011 Djennings Talk contribs 2 768 bytes 264 cur prev 23 16 11 September 2011 Djennings Talk contribs 2 504 bytes 2 504 Created page with NOTITLE NOTOC div class light blue corner Template Page Header div The need for engagement can be viewed from two perspectives The first is more summative Retrieved from http www ucdoer ie index php title Section 2 5 1 Need for Active Engagement Page

    Original URL path: http://www.ucdoer.ie/index.php?title=Section_2.5.1_Need_for_Active_Engagement&action=history (2016-02-14)
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  • File:2.5.2 problems using student ratings.jpg - UCD - CTAG
    at that time Date Time Thumbnail Dimensions User Comment current 23 27 11 September 2011 482 451 51 KB WikiSysop Talk contribs You cannot overwrite this file File usage The following page links to this file Section 2 5 2 Problems using Student Ratings Retrieved from http www ucdoer ie index php title File 2 5 2 problems using student ratings jpg oldid 1557 Page tools Printable version A Z

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  • Section 2.5.2 Problems using Student Ratings - UCD - CTAG
    the table below identify which aspects you feel that students should and should not comment on Which areas should students be invited to comment upon Which areas should students be not invited to comment upon What implications does this have for formative and for summative evaluation Submit your answers Back To Section 2 5 1 Continue to Section 2 5 3 Back To Section 2 Retrieved from http www ucdoer

    Original URL path: http://www.ucdoer.ie/index.php?title=Section_2.5.2_Problems_using_Student_Ratings&oldid=1924 (2016-02-14)
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  • View source for Section 2.5.2 Problems using Student Ratings - UCD - CTAG
    name userforms input type hidden name pagename value FULLPAGENAMEE One of the key concerns is that there some academics have stated that are areas on which students cannot and should not comment In the table below identify which aspects you feel that students should and should not comment on Which areas should students be invited to comment upon br input type textarea name Activity 2 5 2 userform name Activity 2 5 2 Which areas should students be not invited to comment upon br input type textarea name Activity 2 5 2 userform name Activity 2 5 2 What implications does this have for formative and for summative evaluation br input type textarea name Activity 2 5 2 userform name Activity 2 5 2 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 2 5 1 Need for Active Engagement Back To Section 2 5 1 span span class next step link Section 2 5 3 Tutor Attitudes to Student Involvement in SET Continue to Section 2 5 3 span span class back step link Section 2 What Is SET Back To

    Original URL path: http://www.ucdoer.ie/index.php?title=Section_2.5.2_Problems_using_Student_Ratings&action=edit (2016-02-14)
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  • Revision history of "Section 2.5.2 Problems using Student Ratings" - UCD - CTAG
    513 bytes 112 cur prev 08 52 12 September 2011 Djennings Talk contribs 1 625 bytes 253 cur prev 23 39 11 September 2011 Djennings Talk contribs 1 372 bytes 875 cur prev 23 27 11 September 2011 Djennings Talk contribs 497 bytes 264 cur prev 23 27 11 September 2011 Djennings Talk contribs 233 bytes 233 Created page with NOTITLE NOTOC div class light blue corner Template Page Header

    Original URL path: http://www.ucdoer.ie/index.php?title=Section_2.5.2_Problems_using_Student_Ratings&action=history (2016-02-14)
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  • Section 2.5.3 Tutor Attitudes to Student Involvement in SET - UCD - CTAG
    literature see Beran and Rokosh 2009 for a good overview Several reasons are provided in the top half of the table below Spaces are left for the addition of further reasons for positive or negative attitudes and also for steps that may be taken to address or minimise the negative issues or build on the positive Positive attitude Reason for positive attitude Ways to develop or build upon General usefulness for lecturers Potential value for development Beneficial and often easy to administer Can be used as evidence of quality teaching Negative attitude Reason for negative attitude Ways to address or minimise Sceptical about use in personnel decisions Problem with dissemination or publication of results Method of legitimising surveillance that promotes fear and self doubt Questions over ability of tool to quantify and accurately evaluate teaching Resources Beran T N Rokosh J L 2009 Instructors perspectives on the utility of student ratings of instruction Instructional Science 37 2 171 184 Back To Section 2 5 2 Continue to Section 2 5 4 Back To Section 2 Retrieved from http www ucdoer ie index php title Section 2 5 3 Tutor Attitudes to Student Involvement in SET oldid 1925 Page tools Printable

    Original URL path: http://www.ucdoer.ie/index.php?title=Section_2.5.3_Tutor_Attitudes_to_Student_Involvement_in_SET&oldid=1925 (2016-02-14)
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