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  • Section 4.1 Approaching Evaluation - UCD - CTAG
    the formative or summative nature See Section 3 will influence the aims objectives and design of the process Hounsell 2003 and as Patton 1997 affirms the same data seldom serves both purposes well p 78 If essentially formative it is more likely that the lecturer will perceive SET as an opportunity to identify not only strengths but also weaknesses and to welcome constructive criticism or comments from their students If essentially summative it is more likely that the lecturer will perceive SET as an opportunity to demonstrate their success and place less emphasis on the weaker aspects of the module or their teaching This distinction is important because regardless of the institution s stated purpose the most important factor is what the lecturer believes the purpose to be Edström 2008 Consequently a feedback system designed to be formative but perceived to be summative will be less likely to generate formative developmental information Activity 4 1 Consider the following questions based initially on your present and subsequently on your future experiences of SET Present SET Future SET What is SET being used for What is the focus of your SET How are data generated reviewed and implemented How do students view

    Original URL path: http://www.ucdoer.ie/index.php?title=Section_4.1_Approaching_Evaluation&oldid=1829 (2016-02-14)
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    aims objectives and design of the process Hounsell 2003 and as Patton 1997 affirms the same data seldom serves both purposes well p 78 If essentially formative it is more likely that the lecturer will perceive SET as an opportunity to identify not only strengths but also weaknesses and to welcome constructive criticism or comments from their students If essentially summative it is more likely that the lecturer will perceive SET as an opportunity to demonstrate their success and place less emphasis on the weaker aspects of the module or their teaching This distinction is important because regardless of the institution s stated purpose the most important factor is what the lecturer believes the purpose to be Edström 2008 Consequently a feedback system designed to be formative but perceived to be summative will be less likely to generate formative developmental information class light blue cell Activity 4 1 Consider the following questions based initially on your present and subsequently on your future experiences of SET form method post input type hidden name userforms input type hidden name pagename value FULLPAGENAMEE userform revisions div class exercise exercise table Present SET Future SET What is SET being used for input type textarea name Present SET userform name Present SET input type textarea name Future SET userform name Future SET What is the focus of your SET input type textarea name Present SET userform name Present SET input type textarea name Future SET userform name Future SET How are data generated reviewed and implemented input type textarea name Present SET userform name Present SET input type textarea name Future SET userform name Future SET How do students view the impact on teaching and learning Why is this and how can this be changed input type textarea name Present SET userform name Present SET

    Original URL path: http://www.ucdoer.ie/index.php?title=Section_4.1_Approaching_Evaluation&action=edit (2016-02-14)
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  • Revision history of "Section 4.1 Approaching Evaluation" - UCD - CTAG
    September 2011 Djennings Talk contribs 3 173 bytes 2 cur prev 13 34 12 September 2011 Djennings Talk contribs 3 171 bytes 264 cur prev 13 34 12 September 2011 Djennings Talk contribs 3 435 bytes 264 cur prev 13 34 12 September 2011 Djennings Talk contribs 3 171 bytes 3 171 Created page with NOTITLE NOTOC div class light blue corner Template Page Header div As established in Section

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  • File:4.10 focus groups.jpg - UCD - CTAG
    at that time Date Time Thumbnail Dimensions User Comment current 23 25 12 September 2011 477 431 21 KB WikiSysop Talk contribs You cannot overwrite this file File usage The following page links to this file Section 4 10 Methods Retrieved from http www ucdoer ie index php title File 4 10 focus groups jpg oldid 1724 Page tools Printable version A Z glossary of terms Who s online Most

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  • Section 4.10 Methods - UCD - CTAG
    from personal experience the topic that is the subject of the research Powell et al 1996 p 499 This emphasis on organised discussion as a key aspect of focus groups was also noted by Kitzinger 1994 and given Dexter s definition of an interview as a conversation with a purpose 1970 p136 focus groups can be seen as a form of group interview guided by a group facilitator known as a moderator The main purpose of focus group research is to draw upon respondents attitudes feelings beliefs experiences and reactions in a way in which would not be feasible using other methods for example one to one interviewing or questionnaire surveys In order for focus groups to function effectively they need Activity 4 10 What is the difference between a group interview and a focus group When would one be preferable over the other Submit your answers Back to 4 9 Continue to Section 4 11 Back To Section 4 Retrieved from http www ucdoer ie index php title Section 4 10 Methods oldid 1953 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

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  • View source for Section 4.10 Methods - UCD - CTAG
    by Kitzinger 1994 and given Dexter s definition of an interview as a conversation with a purpose 1970 p136 focus groups can be seen as a form of group interview guided by a group facilitator known as a moderator The main purpose of focus group research is to draw upon respondents attitudes feelings beliefs experiences and reactions in a way in which would not be feasible using other methods for example one to one interviewing or questionnaire surveys In order for focus groups to function effectively they need File 4 10 focus groups jpg class light blue cell Activity 4 10 userform revisions form method post input type hidden name userforms input type hidden name pagename value FULLPAGENAMEE What is the difference between a group interview and a focus group When would one be preferable over the other input type textarea name Activity 4 10 userform name Activity 4 10 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 4 9 Methods 4 Interviews Back to 4 9 span span class next step link Section 4 11 Methods 6 Structured Discussions Continue

    Original URL path: http://www.ucdoer.ie/index.php?title=Section_4.10_Methods&action=edit (2016-02-14)
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  • Revision history of "Section 4.10 Methods" - UCD - CTAG
    874 bytes 1 cur prev 23 26 12 September 2011 Djennings Talk contribs 1 873 bytes 607 cur prev 23 24 12 September 2011 Djennings Talk contribs 1 266 bytes 264 cur prev 23 24 12 September 2011 Djennings Talk contribs 1 002 bytes 1 002 Created page with NOTITLE NOTOC div class light blue corner Template Page Header div A focus group is p class quoted text a group

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  • File:4.11 (a) structured discussion.jpg - UCD - CTAG
    appeared at that time Date Time Thumbnail Dimensions User Comment current 23 29 12 September 2011 309 440 38 KB WikiSysop Talk contribs You cannot overwrite this file File usage The following page links to this file Section 4 11 Methods Retrieved from http www ucdoer ie index php title File 4 11 a structured discussion jpg oldid 1728 Page tools Printable version A Z glossary of terms Who s

    Original URL path: http://www.ucdoer.ie/index.php?title=File:4.11_%28a%29_structured_discussion.jpg (2016-02-14)
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