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  • View source for Section 6.4.1 Students - UCD - CTAG
    loop than inattention to their comments see Section 5 As a consequence students become increasingly disenfranchised and more cynical towards the process Spencer Schmelkin 2002 limiting the quality of the information provided and depending on how data are used posing a serious threat to individual academics An additional negative outcome cited by Algozzine et al 2004 comes from the following quote from Platt p class quoted text I cannot think that the habit of evaluating one s teacher can encourage a young person to long for the truth to aspire to achievement to emulate heroes to become just or to do good To have one s opinions trusted utterly to deliver them anonymously to have no check on their truth and no responsibility for their effect on the lives of others are not good for a young person s moral character To have one s opinions taken as knowledge accepted without question inquiry or conversation is not an experience that encourages self knowledge Platt 1993 33 34 p class light blue cell Activity 6 4 1 userform revisions form method post input type hidden name userforms input type hidden name pagename value FULLPAGENAMEE To what extent to you agree with the comment expressed by Platt 1993 above input type textarea name Activity 6 4 1 userform name Activity 6 4 1 What does this suggest about their role in the SET process br input type textarea name Activity 6 4 1 userform name Activity 6 4 1 Is there a way this concern could be remedied br input type textarea name Activity 6 4 1 userform name Activity 6 4 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 6 4

    Original URL path: http://www.ucdoer.ie/index.php?title=Section_6.4.1_Students&action=edit (2016-02-14)
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  • Revision history of "Section 6.4.1 Students" - UCD - CTAG
    November 2012 Djennings Talk contribs 2 693 bytes 29 cur prev 18 22 14 September 2011 Djennings Talk contribs 2 664 bytes 264 cur prev 18 21 14 September 2011 Djennings Talk contribs 2 928 bytes 264 cur prev 18 21 14 September 2011 Djennings Talk contribs 2 664 bytes 2 664 Created page with NOTITLE NOTOC div class light blue corner Template Page Header div As explored in Section

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  • Section 6.4.2 Staff - UCD - CTAG
    minor issues criticised by students The other staff related concerns mentioned in Section 3 arise from the lack of clarity of the purpose of the evaluation and to what use the data could be put Suspicion can foster cynicism and this can be exacerbated if the stated reason for gathering or using feedback gathered is different from the real one Nichols Glass Berliner 2006 Watanabe Curtis 2004 In many cases academics regard evaluation particularly summative evaluation in the same way that students do as a bureaucratic process with very little beneficial impact but with the added concern of its potential for control Newton 2000 Harvey 2002 Kember Leung and Kwan 2002 suggest that there are several reasons for the lack of commitment to changing teaching practices following SET including Faculty perception that there s little incentive to improve teaching Emphasis on audit is at odds with the developmental aspect of evaluation Reliance on questionnaires that focus on the act of teaching of the teacher him herself Activity 6 4 2 What are your personal concerns perceived negative consequences about SET Based on the issues listed above which would be classified as summative and which as formative Formative Issues Summative Issues

    Original URL path: http://www.ucdoer.ie/index.php?title=Section_6.4.2_Staff&oldid=1856 (2016-02-14)
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  • View source for Section 6.4.2 Staff - UCD - CTAG
    on relatively minor issues criticised by students The other staff related concerns mentioned in Section 3 arise from the lack of clarity of the purpose of the evaluation and to what use the data could be put Suspicion can foster cynicism and this can be exacerbated if the stated reason for gathering or using feedback gathered is different from the real one Nichols Glass Berliner 2006 Watanabe Curtis 2004 In many cases academics regard evaluation particularly summative evaluation in the same way that students do as a bureaucratic process with very little beneficial impact but with the added concern of its potential for control Newton 2000 Harvey 2002 Kember Leung and Kwan 2002 suggest that there are several reasons for the lack of commitment to changing teaching practices following SET including Faculty perception that there s little incentive to improve teaching Emphasis on audit is at odds with the developmental aspect of evaluation Reliance on questionnaires that focus on the act of teaching of the teacher him herself class light blue cell Activity 6 4 2 userform revisions form method post input type hidden name userforms input type hidden name pagename value FULLPAGENAMEE What are your personal concerns perceived negative consequences about SET input type textarea name Activity 6 4 2 userform name Activity 6 4 2 Based on the issues listed above which would be classified as summative and which as formative Formative Issues br input type textarea name Activity 6 4 2 userform name Activity 6 4 2 Summative Issues br input type textarea name Activity 6 4 2 userform name Activity 6 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 6 4 1 Students Back to

    Original URL path: http://www.ucdoer.ie/index.php?title=Section_6.4.2_Staff&action=edit (2016-02-14)
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  • Revision history of "Section 6.4.2 Staff" - UCD - CTAG
    bytes 5 cur prev 18 39 14 September 2011 Djennings Talk contribs 2 861 bytes 264 cur prev 18 39 14 September 2011 Djennings Talk contribs 3 125 bytes 264 cur prev 18 39 14 September 2011 Djennings Talk contribs 2 861 bytes 2 861 Created page with NOTITLE NOTOC div class light blue corner Template Page Header div As touched upon in Section 5 3 potentially the most damaging

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  • Section 6.4.3 Module, Stage, or Programme - UCD - CTAG
    is due to grade inflation In many North American universities decisions for salary or promotion increases are based predominantly on SETs Grimes Millea Woodroff 2004 assuming these ratings to act as a proxy for teaching quality Langbein 2008 Consequently because of the pressure associated with securing higher evaluations lecturers may be tempted to be lenient with students to ensure good evaluations Brown 2008 This process has been referred to as grade inflation i e greater grading leniency or tendency to award higher grades in the hope of higher student ratings This positive correlation between grades and SET scores with higher expected grades giving higher ratings has been reported many times in literature Blackhart peruche DeWall Joiner 2006 Marsh Roche 1997 2000 and has been found to persist across differences in prior interest in the subject student motivation level of course class size differences in grading norms across academic disciplines demographic variations and differences in student grade expectations Johnson 2003 For example in one study researchers reported that 22 of teachers admitted to giving easy courses to ensure your popularity with students Tabachnick Keith Speigel Pope 1991 The negative conations grade inflation are huge impacting on the quality of teaching modules offered the credibility of the lecturer and the institution and invalidating the entire SET As Strathern 1997 notes when a measure becomes a target it ceases to be a good measure The issue of grade inflation is particularly relevant in Ireland at present where a recent report has suggested significant grade inflation in Irish universities with an increase in number of first class honours degrees awarded in 2004 and 2008 ranging from 167 to 900 Walshe 2010 Activity 6 4 3 What can be done to prevent limit threats to the credibility and validity of the process presented by grade

    Original URL path: http://www.ucdoer.ie/index.php?title=Section_6.4.3_Module,_Stage,_or_Programme&oldid=2075 (2016-02-14)
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  • View source for Section 6.4.3 Module, Stage, or Programme - UCD - CTAG
    the pressure associated with securing higher evaluations lecturers may be tempted to be lenient with students to ensure good evaluations Brown 2008 This process has been referred to as grade inflation i e greater grading leniency or tendency to award higher grades in the hope of higher student ratings This positive correlation between grades and SET scores with higher expected grades giving higher ratings has been reported many times in literature Blackhart peruche DeWall Joiner 2006 Marsh Roche 1997 2000 and has been found to persist across differences in prior interest in the subject student motivation level of course class size differences in grading norms across academic disciplines demographic variations and differences in student grade expectations Johnson 2003 For example in one study researchers reported that 22 of teachers admitted to giving easy courses to ensure your popularity with students Tabachnick Keith Speigel Pope 1991 The negative conations grade inflation are huge impacting on the quality of teaching modules offered the credibility of the lecturer and the institution and invalidating the entire SET As Strathern 1997 notes when a measure becomes a target it ceases to be a good measure The issue of grade inflation is particularly relevant in Ireland at present where a recent report has suggested significant grade inflation in Irish universities with an increase in number of first class honours degrees awarded in 2004 and 2008 ranging from 167 to 900 Walshe 2010 class light blue cell Activity 6 4 3 userform revisions form method post input type hidden name userforms input type hidden name pagename value FULLPAGENAMEE What can be done to prevent limit threats to the credibility and validity of the process presented by grade inflation input type textarea name Activity 6 4 3 userform name Activity 6 4 3 h3 Submit your answers h3

    Original URL path: http://www.ucdoer.ie/index.php?title=Section_6.4.3_Module,_Stage,_or_Programme&action=edit (2016-02-14)
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  • Revision history of "Section 6.4.3 Module, Stage, or Programme" - UCD - CTAG
    bytes 16 cur prev 19 02 14 September 2011 Djennings Talk contribs 4 555 bytes 264 cur prev 19 02 14 September 2011 Djennings Talk contribs 4 819 bytes 264 cur prev 19 02 14 September 2011 Djennings Talk contribs 4 555 bytes 4 555 Created page with NOTITLE NOTOC div class light blue corner Template Page Header div Despite the intention of SET to improve the quality and standards

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