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  • View source for Section 3.1.1 Defining Formative SET - UCD - CTAG
    for academic development Edström 2008 feedback for those who want to develop some aspect of their teaching Chen Howshower 2003 feedback about and suggestions for improving a curriculum Wojtczak 2002 the best opportunities for improvement Carmichael Palmero Reeve Vallence 2001 lecturers develop their teaching Marsh Roche 1993 informal formative evaluations to ensure interest and attention are being maintained Ellery 2006 class light blue cell Activity 3 1 1 userform revisions form method post input type hidden name userforms input type hidden name pagename value FULLPAGENAMEE Which aspect s do you feel is central to formative SET input type textarea name Activity 3 1 1 userform name Activity 3 1 1 With reference to the Activity in Section 3 1 how would you develop or amend you definitions based on those provided above br input type textarea name Activity 3 1 1 userform name Activity 3 1 1 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 3 1 Formative Summative Background Back to 3 1 span span class next step link Section 3 1 2 Defining Summative SET Continue to Section 3

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  • Revision history of "Section 3.1.1 Defining Formative SET" - UCD - CTAG
    September 2011 Djennings Talk contribs 2 007 bytes 153 cur prev 11 17 12 September 2011 Djennings Talk contribs 1 854 bytes 264 cur prev 11 17 12 September 2011 Djennings Talk contribs 2 118 bytes 264 cur prev 11 17 12 September 2011 Djennings Talk contribs 1 854 bytes 1 854 Created page with NOTITLE NOTOC div class light blue corner Template Page Header div Definitions of formative SET

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  • Section 3.2 Role of Evaluation - UCD - CTAG
    decision or the decision for which to employ may not always be clear cut SET data gathered for formative reasons will include questions or opportunities to explore current weaknesses or problems so that they can be identified and addressed while feedback gathered for summative purposes places the academic under pressure to avoid such questions preferring instead those that demonstrate their strengths Edström 2008 Therefore while effective formative SET may produce evidence for summative accountability the reverse is not necessarily true Bowden and Marton 1999 However Stronge 2006 argues that evaluation should include both elements developing teaching as well as providing accountability since accountability determines competence while improvement should encourage professional growth and development Such a system was successfully developed by Fisher Miller 2008 add reference and may be used effectively so long as the data is valuable in terms of being useful informative timely and influential Moore Kuol 2005 The main reasons given for engaging in SET are discussed in the following sections Section 3 2 1 Reason for Evaluating 1 Lack of Perceived Purpose Section 3 2 2 Reason for Evaluating 2 Developmental Section 3 2 3 Reason for Evaluating 3 Quality Accountability Section 3 2 4 Reason for

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  • Section 3.1.2 Defining Summative SET - UCD - CTAG
    process that has been accepted as a matter of routine in most North American institutions Richardson 2005 a ritualistic process Abrami d Apollonia Rosenfield 1996 providing information for administrative decisions such as pay rise or promotion Centra 1994 data that can be used by students in the selection of courses Marsh Roche 1993 the success of a curriculum in achieving learner objectives for all targeted learners its success in achieving its process objectives and or its success in engaging motivating and pleasing its learners and faculty Chen Howshower 2003 input in annual evaluations salary promotion and tenure decisions Algozzine Beattie Bray Flowers Gretes Howley Mohanty Spooner 2004 supportive evidence in external Teaching Quality Assessment in promotion and portfolios of evidence of teaching competence Coffey Gibbs 2001 Activity 3 1 2 Which aspect s do you feel is central to summative SET Encapsulate this these by either producing your own definition or identifying one from literature below Submit your answers Back to 3 1 1 Continue to Section 3 2 Back To Section 3 Retrieved from http www ucdoer ie index php title Section 3 1 2 Defining Summative SET oldid 1931 Page tools Printable version A Z glossary of terms

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  • View source for Section 3.1.2 Defining Summative SET - UCD - CTAG
    2001 a relatively swift simple and convenient process that has been accepted as a matter of routine in most North American institutions Richardson 2005 a ritualistic process Abrami d Apollonia Rosenfield 1996 providing information for administrative decisions such as pay rise or promotion Centra 1994 data that can be used by students in the selection of courses Marsh Roche 1993 the success of a curriculum in achieving learner objectives for all targeted learners its success in achieving its process objectives and or its success in engaging motivating and pleasing its learners and faculty Chen Howshower 2003 input in annual evaluations salary promotion and tenure decisions Algozzine Beattie Bray Flowers Gretes Howley Mohanty Spooner 2004 supportive evidence in external Teaching Quality Assessment in promotion and portfolios of evidence of teaching competence Coffey Gibbs 2001 class light blue cell Activity 3 1 2 userform revisions form method post input type hidden name userforms input type hidden name pagename value FULLPAGENAMEE Which aspect s do you feel is central to summative SET input type textarea name Activity 3 1 2 userform name Activity 3 1 2 Encapsulate this these by either producing your own definition or identifying one from literature below br input type textarea name Activity 3 1 2 userform name Activity 3 1 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 3 1 1 Defining Formative SET Back to 3 1 1 span span class next step link Section 3 2 Role of Evaluation Continue to Section 3 2 span span class back step link Section 3 Why Do SET Back To Section 3 span br class clear Category Evaluation Template used on this page Template Page Header view source protected

    Original URL path: http://www.ucdoer.ie/index.php?title=Section_3.1.2_Defining_Summative_SET&action=edit (2016-02-14)
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  • Revision history of "Section 3.1.2 Defining Summative SET" - UCD - CTAG
    23 13 September 2011 Djennings Talk contribs 2 266 bytes 153 cur prev 11 28 12 September 2011 Djennings Talk contribs 2 113 bytes 265 cur prev 11 28 12 September 2011 Djennings Talk contribs 2 378 bytes 264 cur prev 11 28 12 September 2011 Djennings Talk contribs 2 114 bytes 2 114 Created page with NOTITLE NOTOC div class light blue corner Template Page Header div As with

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  • Section 3.2.1 Reason for Evaluating - UCD - CTAG
    2008 reports that following the initial use for reviewing a new module the process becomes a compulsory empty routine Edström 2008 In terms of teaching development they have been likened to a type of fire alarm only heeded when an issue becomes critical Becker 2000 Gray Berger 2003 Sproule 2000 Too often SET systems have been compulsory publicly displayed uncontextualised unsupported simplistic and interpreted in isolated ways features which render SET s punitive bureaucratic tools rather than supporting mechanisms through which enhanced learning environments can be created and sustained Moore and Kuol 2005 p 147 It has been suggested that this perception of an empty bureaucratic gesture may be a common barrier to participation Centra 1993 an inconsequential administrative exercise in which someone makes a nice little graph and it s left at that Burden 2008 p1467 This sentiment is echoed by Hounsell 2003 who states that while effective evaluation leads to genuine change many evaluation systems give the impression that they are facilitated for the sole purpose of fulfilling a regulatory or administrative obligation and provide little useful feedback for academic in relation to the student learning experience Activity 3 2 1 What argument could be used to counter

    Original URL path: http://www.ucdoer.ie/index.php?title=Section_3.2.1_Reason_for_Evaluating&oldid=1933 (2016-02-14)
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  • View source for Section 3.2.1 Reason for Evaluating - UCD - CTAG
    lead to improvement their teaching practices Zabaleta 2007 Edström 2008 reports that following the initial use for reviewing a new module the process becomes a compulsory empty routine Edström 2008 In terms of teaching development they have been likened to a type of fire alarm only heeded when an issue becomes critical Becker 2000 Gray Berger 2003 Sproule 2000 p class quoted text Too often SET systems have been compulsory publicly displayed uncontextualised unsupported simplistic and interpreted in isolated ways features which render SET s punitive bureaucratic tools rather than supporting mechanisms through which enhanced learning environments can be created and sustained Moore and Kuol 2005 p 147 p It has been suggested that this perception of an empty bureaucratic gesture may be a common barrier to participation Centra 1993 an inconsequential administrative exercise in which someone makes a nice little graph and it s left at that Burden 2008 p1467 This sentiment is echoed by Hounsell 2003 who states that while effective evaluation leads to genuine change many evaluation systems give the impression that they are facilitated for the sole purpose of fulfilling a regulatory or administrative obligation and provide little useful feedback for academic in relation to the student learning experience class light blue cell Activity 3 2 1 userform revisions form method post input type hidden name userforms input type hidden name pagename value FULLPAGENAMEE What argument could be used to counter the supposition that SET fails to be useful following the initial review of a new module input type textarea name Activity 3 2 1 userform name Activity 3 2 1 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 3 2 Role of Evaluation Back to 3

    Original URL path: http://www.ucdoer.ie/index.php?title=Section_3.2.1_Reason_for_Evaluating&action=edit (2016-02-14)
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