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  • View source for Section 3.2.3 Reason for Evaluating - UCD - CTAG
    teaching quality for use in benchmarking and performance based funding Ginnsa Prosserb Barriea 2007 as well as for quality assurance of modules and programmes Coffey Gibbs 2001 Arthur 2009 suggests that in the UK this has elevated SET into a means of providing public accountability for standards in universities div class emphasis 1 h2 SET in Ireland h2 Moore and Kuol 2005 reported that use of SET data for quality and accountability purposes has been slower than elsewhere with few universities in Ireland having an established centralised feedback system However growing pressure from emerging policy and legislation such as the call for institution level feedback systems in the Bologna Declaration and the recent report of the National Strategy Group on Higher Education 2011 i e the Hunt Report suggests this may change very shortly div class light blue cell Activity 3 2 3 userform revisions p class quoted text Student evaluations of teaching in higher education have become a key mechanism of accountability and quality assurance Accountability is both a cherished concept and a chameleon with contested meaning because of its financial ethical legal and normative dimensions Blackmore 2009 p Look at Hendry Dean 2001 Blackmore s 2009 articles on the issue of accountability What are the potential consequences for you as a lecturer input type textarea name Activity 3 2 3 userform name Activity 3 2 3 your students br input type textarea name Activity 3 2 3 userform name Activity 3 2 3 Third level institutions in general and UCD in particular br input type textarea name Activity 3 2 3 userform name Activity 3 2 3 h3 Submit your answers h3 div class form box input type submit class save button value Save Your Answers div br class clear div class emphasis 1 h2 Resources h2 Hunt

    Original URL path: http://www.ucdoer.ie/index.php?title=Section_3.2.3_Reason_for_Evaluating&action=edit (2016-02-14)
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  • Revision history of "Section 3.2.3 Reason for Evaluating" - UCD - CTAG
    the 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 44 14 September 2011 Djennings Talk contribs 4 075 bytes 40 cur prev 21 43 14 September 2011 Djennings Talk contribs 4 035 bytes 1 cur prev 19 33 13 September 2011 Djennings Talk contribs 4 036 bytes 95 cur prev 12 53 12 September 2011 Djennings Talk contribs 3 941 bytes 21 cur prev 12 53 12 September 2011 Djennings Talk contribs 3 920 bytes 21 cur prev 12 52 12 September 2011 Djennings Talk contribs 3 899 bytes 262 cur prev 12 51 12 September 2011 Djennings Talk contribs 4 161 bytes 264 cur prev 12 51 12 September 2011 Djennings Talk contribs 3 897 bytes 3 897 Created page with NOTITLE NOTOC div class light blue corner Template Page Header div Universities face greater pressures to change their practices of teaching and research mark Retrieved from http www ucdoer ie index php title Section 3 2 3 Reason for Evaluating Page tools Printable version A Z glossary of terms Who s online Most recent additions Your account

    Original URL path: http://www.ucdoer.ie/index.php?title=Section_3.2.3_Reason_for_Evaluating&action=history (2016-02-14)
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  • Section 3.2.4 Reason for Evaluating - UCD - CTAG
    skills and abilities necessary for effective and successful functioning in the given professional field Activity 3 2 4 If your module contributes to a programme What role does SET currently play in this validation accreditation process How does this currently influence how you approach and structure SET and make use of the data gathered and how could this be changed Submit your answers Back to 3 2 3 Continue to

    Original URL path: http://www.ucdoer.ie/index.php?title=Section_3.2.4_Reason_for_Evaluating&oldid=1937 (2016-02-14)
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  • View source for Section 3.2.4 Reason for Evaluating - UCD - CTAG
    that their pre determined criteria are fulfilled and that students completing the associated programme have developed the requisite skills and abilities necessary for effective and successful functioning in the given professional field class light blue cell Activity 3 2 4 userform revisions If your module contributes to a programme form method post input type hidden name userforms input type hidden name pagename value FULLPAGENAMEE What role does SET currently play in this validation accreditation process input type textarea name Activity 3 2 4 userform name Activity 3 2 4 How does this currently influence how you approach and structure SET and make use of the data gathered and how could this be changed br input type textarea name Activity 3 2 4 userform name Activity 3 2 4 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 3 Reason for Evaluating 3 Quality Accountability Back to 3 2 3 span span class next step link Section 4 How To Do SET Continue to Section 4 span span class back step link Section 3 Why Do SET Back To Section 3

    Original URL path: http://www.ucdoer.ie/index.php?title=Section_3.2.4_Reason_for_Evaluating&action=edit (2016-02-14)
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  • Revision history of "Section 3.2.4 Reason for Evaluating" - UCD - CTAG
    13 September 2011 Djennings Talk contribs 1 732 bytes 152 cur prev 13 00 12 September 2011 Djennings Talk contribs 1 580 bytes 264 cur prev 12 59 12 September 2011 Djennings Talk contribs 1 844 bytes 264 cur prev 12 59 12 September 2011 Djennings Talk contribs 1 580 bytes 1 580 Created page with NOTITLE NOTOC div class light blue corner Template Page Header div In addition to

    Original URL path: http://www.ucdoer.ie/index.php?title=Section_3.2.4_Reason_for_Evaluating&action=history (2016-02-14)
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  • Section 3: Why Do SET? - UCD - CTAG
    Formative Summative Background Section 3 2 Role of Evaluation Evaluation Sections Continue to Section 3 1 Retrieved from http www ucdoer ie index php title Section 3 Why Do SET 3F oldid 1599 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

    Original URL path: http://www.ucdoer.ie/index.php?title=Section_3:_Why_Do_SET%3F&oldid=1599 (2016-02-14)
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  • View source for Section 3: Why Do SET? - UCD - CTAG
    Summative Background h2 br class clear h2 Section 3 2 Role of Evaluation h2 span class back step link Evaluation Sections Evaluation Sections span span class next step link Section 3 1 Formative Summative Background Continue to Section 3 1 span br class clear Category Evaluation Template used on this page Template Page Header view source protected Return to Section 3 Why Do SET Retrieved from http www ucdoer ie

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  • Revision history of "Section 3: Why Do SET?" - UCD - CTAG
    contribs 454 bytes 22 cur prev 11 13 12 September 2011 Djennings Talk contribs 432 bytes 2 cur prev 09 42 12 September 2011 Djennings Talk contribs 434 bytes 264 cur prev 09 42 12 September 2011 Djennings Talk contribs 698 bytes 264 cur prev 09 42 12 September 2011 Djennings Talk contribs 434 bytes 434 Created page with NOTITLE NOTOC div class light blue corner Template Page Header div

    Original URL path: http://www.ucdoer.ie/index.php?title=Section_3:_Why_Do_SET%3F&action=history (2016-02-14)
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