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  • Section 4.4.2 Suggested Areas for Inclusion - UCD - CTAG
    depended on the purpose and focus of the evaluation see Sections 2 and 3 and must be selected according Suggested areas for inclusion cited in this section combines information from Davies Hirschberg Lye Johnston 2010 Day Grant Hounsell 1998 Moore Kuol 2005 Neary 2000 Rowntree 1981 and Saroyan Amundsen 2001 Further reading of Davies et al 2010 is specifically recommend due to its detail in charting the development process of an evaluation instrument and suggested areas for inclusion Activity 4 4 2 How does this description match the most recent SET that you conducted How do these suggested items relate to the teaching or learning focus Which are likely to be most beneficial in terms of generating effective developmental feedback for one of your modules Are there any notable exemptions from the suggested areas mentioned above Submit your answers Back to 4 4 1 Continue to Section 4 4 3 Back To Section 4 Retrieved from http www ucdoer ie index php title Section 4 4 2 Suggested Areas for Inclusion oldid 2045 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

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  • View source for Section 4.4.2 Suggested Areas for Inclusion - UCD - CTAG
    inclusion cited in this section combines information from Davies Hirschberg Lye Johnston 2010 Day Grant Hounsell 1998 Moore Kuol 2005 Neary 2000 Rowntree 1981 and Saroyan Amundsen 2001 Further reading of Davies et al 2010 is specifically recommend due to its detail in charting the development process of an evaluation instrument and suggested areas for inclusion File 4 4 2 a areas for inclusion jpg File 4 4 2 b areas for inclusion jpg class light blue cell Activity 4 4 2 userform revisions form method post input type hidden name userforms input type hidden name pagename value FULLPAGENAMEE How does this description match the most recent SET that you conducted input type textarea name Activity 4 4 2 userform name Activity 4 4 2 How do these suggested items relate to the teaching or learning focus br input type textarea name Activity 4 4 2 userform name Activity 4 4 2 Which are likely to be most beneficial in terms of generating effective developmental feedback for one of your modules br input type textarea name Activity 4 4 2 userform name Activity 4 4 2 Are there any notable exemptions from the suggested areas mentioned above br input type textarea name Activity 4 4 2 userform name Activity 4 4 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 4 4 1 Traditional SET Instruments Back to 4 4 1 span span class next step link Section 4 4 3 Areas not typically included Continue to Section 4 4 3 span span class back step link Section 4 How To Do SET Back To Section 4 span br class clear Category Evaluation Template used on this page Template Page Header

    Original URL path: http://www.ucdoer.ie/index.php?title=Section_4.4.2_Suggested_Areas_for_Inclusion&action=edit (2016-02-14)
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  • Revision history of "Section 4.4.2 Suggested Areas for Inclusion" - 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 15 31 15 September 2011 Djennings Talk contribs 2 111 bytes 2 cur prev 21 45 14 September 2011 Djennings Talk contribs 2 113 bytes 1 cur prev 20 09 12 September 2011 Djennings Talk contribs 2 114 bytes 335 cur prev 20 06 12 September 2011 Djennings Talk contribs 1 779 bytes 1 cur prev 20 03 12 September 2011 Djennings Talk contribs 1 780 bytes 642 cur prev 20 02 12 September 2011 Djennings Talk contribs 1 138 bytes 295 cur prev 19 49 12 September 2011 Djennings Talk contribs 1 433 bytes 264 cur prev 19 49 12 September 2011 Djennings Talk contribs 1 169 bytes 1 169 Created page with NOTITLE NOTOC div class light blue corner Template Page Header div userform revisions class light blue cell Activity 4 4 2 How does this de Retrieved from http www ucdoer ie index php title Section 4 4 2 Suggested Areas for Inclusion Page tools Printable version A Z glossary of terms Who s online Most recent additions Your

    Original URL path: http://www.ucdoer.ie/index.php?title=Section_4.4.2_Suggested_Areas_for_Inclusion&action=history (2016-02-14)
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  • Section 4.4.3 Areas not typically included - UCD - CTAG
    students and staff on what the rating actually means 2 Blackmore 2009 cites the work of Boler and Zembylas 2003 and Walker 2006 in discussing the emotion and identity formation associated with learning This is a result of students challenging their views and ideas though research enquiry and constantly unpacking one s assumptions about the world This emotional response subsequently nurtures cultural gender and class differences that impact on students learning experiences and such sensitivities are largely ignored in generic SET questionnaires 3 Although the student s social climate has been identified as the single largest influence on student satisfaction Wiers Jenssen et al 2002 items addressing this are rarely included in SET 4 Two factors that prompted comments in a study by Huxham at al 2008 yet regularly fail to be taken into consideration in either the survey or subsequent analyses are the timing and length of classes They acknowledge that timetabling issues are usually beyond the remit or control of the lecturer but affirm that these are of importance to students and may have a large impact on satisfaction and attendance though currently such an effect is not likely to be discernible by SET Activity 4 4 3

    Original URL path: http://www.ucdoer.ie/index.php?title=Section_4.4.3_Areas_not_typically_included&oldid=1942 (2016-02-14)
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  • View source for Section 4.4.3 Areas not typically included - UCD - CTAG
    lack qualifying criteria rating labels and sufficient reflection by both students and staff on what the rating actually means 2 Blackmore 2009 cites the work of Boler and Zembylas 2003 and Walker 2006 in discussing the emotion and identity formation associated with learning This is a result of students challenging their views and ideas though research enquiry and constantly unpacking one s assumptions about the world This emotional response subsequently nurtures cultural gender and class differences that impact on students learning experiences and such sensitivities are largely ignored in generic SET questionnaires 3 Although the student s social climate has been identified as the single largest influence on student satisfaction Wiers Jenssen et al 2002 items addressing this are rarely included in SET 4 Two factors that prompted comments in a study by Huxham at al 2008 yet regularly fail to be taken into consideration in either the survey or subsequent analyses are the timing and length of classes They acknowledge that timetabling issues are usually beyond the remit or control of the lecturer but affirm that these are of importance to students and may have a large impact on satisfaction and attendance though currently such an effect is not likely to be discernible by SET class light blue cell Activity 4 4 3 userform revisions form method post input type hidden name userforms input type hidden name pagename value FULLPAGENAMEE Are these concerns valid Are there arguments against the inclusion of any of these four points input type textarea name Activity 4 4 3 userform name Activity 4 4 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 4 4 2 Suggested Areas for Inclusion Back to 4 4 2

    Original URL path: http://www.ucdoer.ie/index.php?title=Section_4.4.3_Areas_not_typically_included&action=edit (2016-02-14)
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  • Revision history of "Section 4.4.3 Areas not typically included" - UCD - CTAG
    899 bytes 1 cur prev 20 17 12 September 2011 Djennings Talk contribs 2 900 bytes 264 cur prev 20 17 12 September 2011 Djennings Talk contribs 3 164 bytes 264 cur prev 20 17 12 September 2011 Djennings Talk contribs 2 900 bytes 2 900 Created page with NOTITLE NOTOC div class light blue corner Template Page Header div The following four points are elements that have been identified

    Original URL path: http://www.ucdoer.ie/index.php?title=Section_4.4.3_Areas_not_typically_included&action=history (2016-02-14)
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  • File:4.5 Selecting an evaluation method(2).png - UCD - CTAG
    at that time Date Time Thumbnail Dimensions User Comment current 20 51 12 September 2011 527 550 37 KB WikiSysop Talk contribs You cannot overwrite this file File usage The following page links to this file Section 4 5 Selecting an Evaluation Method Retrieved from http www ucdoer ie index php title File 4 5 Selecting an evaluation method 2 png oldid 1675 Page tools Printable version A Z glossary

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  • Section 4.5.2 Type of data required - UCD - CTAG
    can be gathered for summative or for formative purposes In the case of the former the need for valid and reliable data has resulted in the production of standardised tools generally in the form of closed item questionnaires The use of surveys is discussed in Section 4 6 1 and examples of standardised questionnaires are provided in Section 4 13 If gathering data for formative purposes a wide range of methods can be employed Ten methods for obtaining developmental qualitative feedback are presented in below and a number of these are expanded in Section 4 6 Activity 4 5 2 Before continuing through this section take a moment to reflect on which of the ten methods listed you familiar with have tried and then complete the table below What is it How could it help Potential drawbacks H Forms Focus groups Observation Student diaries Self evaluations Student consultations Boards Committees Informal feedback Interviews Rapid feedback Back to 4 5 1 Continue to Section 4 6 Back To Section 4 Retrieved from http www ucdoer ie index php title Section 4 5 2 Type of data required oldid 1945 Page tools Printable version A Z glossary of terms Who s online

    Original URL path: http://www.ucdoer.ie/index.php?title=Section_4.5.2_Type_of_data_required (2016-02-14)
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