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  • Section 4.5 Selecting an Evaluation Method - UCD - CTAG
    influence the method used to gather data Based on information from the University of Technology Sydney 1998 the figure below provides a brief overview of methods available based on the information required and the resultant product Section 4 5 1 Multi Method Approach Section 4 5 2 Type of data required Back To Section 4 Continue to Section 4 5 1 Retrieved from http www ucdoer ie index php title

    Original URL path: http://www.ucdoer.ie/index.php?title=Section_4.5_Selecting_an_Evaluation_Method&oldid=1677 (2016-02-14)
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  • View source for Section 4.5 Selecting an Evaluation Method - UCD - CTAG
    class light blue corner Template Page Header div A cursory review of literature reveals a large number of possible evaluation methods that can be used to provide constructive feedback on teaching Everything that has been mentioned to date as well as some factors that haven t e g Section 7 will influence the method used to gather data Based on information from the University of Technology Sydney 1998 the figure below provides a brief overview of methods available based on the information required and the resultant product File 4 5 Selecting an evaluation method 2 png h2 Section 4 5 1 Multi Method Approach h2 br class clear h2 Section 4 5 2 Type of data required h2 span class back step link Section 4 How To Do SET Back To Section 4 span span class next step link Section 4 5 1 Multi Method Approach Continue to Section 4 5 1 span br class clear Category Evaluation Template used on this page Template Page Header view source protected Return to Section 4 5 Selecting an Evaluation Method Retrieved from http www ucdoer ie index php title Section 4 5 Selecting an Evaluation Method Page tools Printable version A Z

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  • Revision history of "Section 4.5 Selecting an Evaluation Method" - UCD - CTAG
    contribs 979 bytes 15 cur prev 20 55 12 September 2011 Djennings Talk contribs 994 bytes 88 cur prev 20 51 12 September 2011 Djennings Talk contribs 906 bytes 264 cur prev 20 51 12 September 2011 Djennings Talk contribs 642 bytes 642 Created page with NOTITLE NOTOC div class light blue corner Template Page Header div A cursory review of literature reveals a large number of possible evaluation methods

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  • Section 4.5.1 Multi-Method Approach - UCD - CTAG
    reliable and authentic data Within a given instrument a single item question is inadequate to gauge the full extent of that dimension and so groups or sub sets of items are used in SET Rice and Stewart 2000 An example of the use of multiple sub sets is Marsh s 1987 SEEQ see Section 4 13 which has nine instructional dimensions and has validated been used in countries across the world Coffey Gibbs 2001 Ideally it has been suggested that evaluation should be longitudinal developmental and multilevel and should include student records qualitative and quantitative information collected from students and academic teachers Harris et al 2010 Given the resources required and the brevity of some modules however this is unlikely be an option for many academic Rather heed should be paid to Marsh s 1984 assertion that SET should treated as a diagnostic tool and that information from additional sources is required to offer an accurate portrayal of teaching effectiveness Activity 4 5 1 How could feedback from UCD SFM Section 9 be used in conjunction with the UCD Module Enhancement Report to provide a multi method approach to evaluation Submit your answers Resources http www ucd ie teaching projects

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  • View source for Section 4.5.1 Multi-Method Approach - UCD - CTAG
    range of sources which will produce reliable and authentic data Within a given instrument a single item question is inadequate to gauge the full extent of that dimension and so groups or sub sets of items are used in SET Rice and Stewart 2000 An example of the use of multiple sub sets is Marsh s 1987 SEEQ see Section 4 13 which has nine instructional dimensions and has validated been used in countries across the world Coffey Gibbs 2001 Ideally it has been suggested that evaluation should be longitudinal developmental and multilevel and should include student records qualitative and quantitative information collected from students and academic teachers Harris et al 2010 Given the resources required and the brevity of some modules however this is unlikely be an option for many academic Rather heed should be paid to Marsh s 1984 assertion that SET should treated as a diagnostic tool and that information from additional sources is required to offer an accurate portrayal of teaching effectiveness class light blue cell Activity 4 5 1 userform revisions form method post input type hidden name userforms input type hidden name pagename value FULLPAGENAMEE How could feedback from UCD SFM Section 9 be used in conjunction with the UCD Module Enhancement Report to provide a multi method approach to evaluation input type textarea name Activity 4 5 1 userform name Activity 4 5 1 h3 Submit your answers h3 div class form box input type submit class save button value Save Your Answers div formend div class emphasis 1 h2 Resources h2 http www ucd ie teaching projects moduleenhancement div br class clear span class back step link Section 4 5 Selecting an Evaluation Method Back to 4 5 span span class next step link Section 4 5 2 Type of data required

    Original URL path: http://www.ucdoer.ie/index.php?title=Section_4.5.1_Multi-Method_Approach&action=edit (2016-02-14)
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  • Revision history of "Section 4.5.1 Multi-Method Approach" - UCD - CTAG
    606 bytes 2 cur prev 21 05 12 September 2011 Djennings Talk contribs 2 604 bytes 263 cur prev 21 04 12 September 2011 Djennings Talk contribs 2 867 bytes 264 cur prev 21 04 12 September 2011 Djennings Talk contribs 2 603 bytes 2 603 Created page with NOTITLE NOTOC div class light blue corner Template Page Header div Teaching is a multidimensional activity and it is unlikely therefore

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  • Section 4.6 Methods - UCD - CTAG
    on Surveys Section 4 6 2 Generic Questionnaires Section 4 6 3 Paper vs Digital Surveys Section 4 6 4 Advantages and Disadvantages of Online Surveys Section 4 6 5 Developing a survey Back To Section 4 Continue to Section 4 6 1 Retrieved from http www ucdoer ie index php title Section 4 6 Methods oldid 1691 Page tools Printable version A Z glossary of terms Who s online

    Original URL path: http://www.ucdoer.ie/index.php?title=Section_4.6_Methods&oldid=1691 (2016-02-14)
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  • View source for Section 4.6 Methods - UCD - CTAG
    can view and copy the source of this page NOTITLE NOTOC div class light blue corner Template Page Header div Surveys as a data gathering tool in SET are simultaneously an advantage and disadvantage This section considers some of the key issues related to their use h2 Section 4 6 1 Reliance on Surveys h2 br class clear h2 Section 4 6 2 Generic Questionnaires h2 br class clear h2 Section 4 6 3 Paper vs Digital Surveys h2 br class clear h2 Section 4 6 4 Advantages and Disadvantages of Online Surveys h2 br class clear h2 Section 4 6 5 Developing a survey h2 br class clear span class back step link Section 4 How To Do SET Back To Section 4 span span class next step link Section 4 6 1 Reliance on Surveys Continue to Section 4 6 1 span br class clear Category Evaluation Template used on this page Template Page Header view source protected Return to Section 4 6 Methods Retrieved from http www ucdoer ie index php title Section 4 6 Methods Page tools Printable version A Z glossary of terms Who s online Most recent additions Your account 91 105 69 17

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