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  • Revision history of "Section 4: How To Do SET" - UCD - CTAG
    12 September 2011 Djennings Talk contribs 997 bytes 13 cur prev 13 13 12 September 2011 Djennings Talk contribs 1 010 bytes 640 cur prev 13 12 12 September 2011 Djennings Talk contribs 370 bytes 264 cur prev 13 12 12 September 2011 Djennings Talk contribs 106 bytes 106 Created page with NOTITLE NOTOC div class light blue corner Template Page Header div File Section 4 png Retrieved from http

    Original URL path: http://www.ucdoer.ie/index.php?title=Section_4:_How_To_Do_SET&action=history (2016-02-14)
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  • Section 5.1 Role of Feedback - UCD - CTAG
    Goldfinch Earl 2008 In the evaluation process however often so much attention is focused on the methods used and on the distribution and collection of data the consideration of feedback and subsequent changes is often neglected Development is only possible when the information gathered is reflected upon and consciously used as part of an aligned set of strategies Edström 2008 Making use of the feedback has a positive impact not only on the lecturer and the module but also on the students engaged in the learning process Theall Franklin 2001 Although there is a documented schism between feedback used for summative or formative purposes Avdor 2006 Nasser Fresko 2001 information in this section relates primarily to more formative SET though may equally apply to open ended items on more summative SET Activity 5 1 How important is the review of SET feedback in your School What procedures are in place to ensure that student feedback is used If there are no mechanisms in place take a moment to consider a system that would ensure feedback was reflected on acted on discussed with colleagues and your School head and the results of this process fed back to students Submit your answers

    Original URL path: http://www.ucdoer.ie/index.php?title=Section_5.1_Role_of_Feedback&oldid=1791 (2016-02-14)
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  • View source for Section 5.1 Role of Feedback - UCD - CTAG
    teaching and learning process is an invaluable part of reflective practice Huxman Laybourn Cairncross Gray Brown Goldfinch Earl 2008 In the evaluation process however often so much attention is focused on the methods used and on the distribution and collection of data the consideration of feedback and subsequent changes is often neglected Development is only possible when the information gathered is reflected upon and consciously used as part of an aligned set of strategies Edström 2008 Making use of the feedback has a positive impact not only on the lecturer and the module but also on the students engaged in the learning process Theall Franklin 2001 Although there is a documented schism between feedback used for summative or formative purposes Avdor 2006 Nasser Fresko 2001 information in this section relates primarily to more formative SET though may equally apply to open ended items on more summative SET class light blue cell Activity 5 1 userform revisions form method post input type hidden name userforms input type hidden name pagename value FULLPAGENAMEE How important is the review of SET feedback in your School What procedures are in place to ensure that student feedback is used input type textarea name Activity 5 1 userform name Activity 5 1 If there are no mechanisms in place take a moment to consider a system that would ensure feedback was reflected on acted on discussed with colleagues and your School head and the results of this process fed back to students br input type textarea name Activity 5 1 userform name Activity 5 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 5 Feedback Back To Section 5 span span class next step link Section 5

    Original URL path: http://www.ucdoer.ie/index.php?title=Section_5.1_Role_of_Feedback&action=edit (2016-02-14)
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  • Revision history of "Section 5.1 Role of Feedback" - UCD - CTAG
    September 2011 Djennings Talk contribs 2 465 bytes 0 cur prev 14 36 14 September 2011 Djennings Talk contribs 2 465 bytes 264 cur prev 14 36 14 September 2011 Djennings Talk contribs 2 729 bytes 264 cur prev 14 36 14 September 2011 Djennings Talk contribs 2 465 bytes 2 465 Created page with NOTITLE NOTOC div class light blue corner Template Page Header div It has been suggested

    Original URL path: http://www.ucdoer.ie/index.php?title=Section_5.1_Role_of_Feedback&action=history (2016-02-14)
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  • Section 5.3 Initial Response to Feedback - UCD - CTAG
    caused by following an outdated history link to a page that has been deleted Details can be found in the deletion log Retrieved from http www ucdoer ie index php title Section 5 3 Initial Response to Feedback oldid 51704 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

    Original URL path: http://www.ucdoer.ie/index.php?title=Section_5.3_Initial_Response_to_Feedback (2016-02-14)
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  • Section 5.2 Factors Affecting Feedback - UCD - CTAG
    Tucker Jones Straker 2008 Given that each UCD student is invited to complete one summative survey per module plus whatever formative measures are taken by their lecturers this could potentially result in a large number of teaching related questions per semester Accordingly it is not unlikely that the level of insight and constructive feedback may deteriorate from the early to the later evaluations Keane and MacLabhrainn 2005 suggest that when approaching feedback lecturers should be aware of situational factors that may explain particular results or bias feedback in some way and to keep these issues in mind during analysis One such example was provided by Bartlett 2009 who recounts a lecturer s concern at their consistently low SET ratings despite positive comments in the open ended questions section It was revealed that the wording explaining the rating scale was confusing and was amended now I tell them If you want to nuke me use 1 If you want to praise me put 4 Activity 5 2 Given the potential impact of ineffective feedback can you suggest three ways of actively reducing SET survey fatigue to keep students motivated and the data useful Submit your answers Back to 5 1 Continue

    Original URL path: http://www.ucdoer.ie/index.php?title=Section_5.2_Factors_Affecting_Feedback&oldid=1799 (2016-02-14)
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  • View source for Section 5.2 Factors Affecting Feedback - UCD - CTAG
    is the high risk that the quality of student responses may be affected by survey fatigue Tucker Jones Straker 2008 Given that each UCD student is invited to complete one summative survey per module plus whatever formative measures are taken by their lecturers this could potentially result in a large number of teaching related questions per semester Accordingly it is not unlikely that the level of insight and constructive feedback may deteriorate from the early to the later evaluations Keane and MacLabhrainn 2005 suggest that when approaching feedback lecturers should be aware of situational factors that may explain particular results or bias feedback in some way and to keep these issues in mind during analysis One such example was provided by Bartlett 2009 who recounts a lecturer s concern at their consistently low SET ratings despite positive comments in the open ended questions section It was revealed that the wording explaining the rating scale was confusing and was amended now I tell them If you want to nuke me use 1 If you want to praise me put 4 class light blue cell Activity 5 2 userform revisions form method post input type hidden name userforms input type hidden name pagename value FULLPAGENAMEE Given the potential impact of ineffective feedback can you suggest three ways of actively reducing SET survey fatigue to keep students motivated and the data useful input type textarea name Activity 5 2 userform name Activity 5 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 5 1 Role of Feedback Back to 5 1 span span class next step link Section 5 3 Initial Response to Feedback Continue to Section 5 3 span span class back step

    Original URL path: http://www.ucdoer.ie/index.php?title=Section_5.2_Factors_Affecting_Feedback&action=edit (2016-02-14)
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  • Revision history of "Section 5.2 Factors Affecting Feedback" - UCD - CTAG
    September 2011 Djennings Talk contribs 2 373 bytes 0 cur prev 14 41 14 September 2011 Djennings Talk contribs 2 373 bytes 264 cur prev 14 41 14 September 2011 Djennings Talk contribs 2 637 bytes 264 cur prev 14 41 14 September 2011 Djennings Talk contribs 2 373 bytes 2 373 Created page with NOTITLE NOTOC div class light blue corner Template Page Header div In addition to the

    Original URL path: http://www.ucdoer.ie/index.php?title=Section_5.2_Factors_Affecting_Feedback&action=history (2016-02-14)
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