One of the biggest hurdles we faced was the initiation of external users in the clinical centres in the use of our platform.
This presentation will present the interaction needed from the clinical preceptors with the ePortfolio. Supervisor sign off, formal assessment, formative and summative feedback.
This presentation will also discuss the training programme as we implemented it, what worked well and will provide some examples of the resources we provided to facilitate the process.
One of the biggest hurdles we faced was the initiation of external users in the clinical centres in the use of our platform.
This presentation will present the interaction needed from the clinical preceptors with the ePortfolio. Supervisor sign off, formal assessment, formative and summative feedback.
This presentation will also discuss the training programme as we implemented it, what worked well and will provide some examples of the resources we provided to facilitate the process.
Introduction to the joint JISC CETIS and Making Assessment Count project event on 2 February 2011. Background information and further reading on the topic of assessment feedback.
This presentation was given by Melanie Ehren from the London Institute of Education at the GCES Conference on Governing Education in a Complex World during the second Workshop B on the role of shared responsibility in developing accountability mechanisms that work in Brussels on 17 October 2016.
Academic integrity: Shining a light on cheating and ghostwritingLearningandTeaching
Ann Wilson provides an overview of the Academic Integrity framework, and shares her learnings from the APCEI (Asia Pacific Conference on Educational Integrity) conference.
GEMEnA update for COPAFS Quarterly Meeting June 2015Sharon Boivin
Presentation slides for the June 5, 2015 quarterly meeting of the Council of Professional Associations on Federal Statistics (COPAFS). The theme of the meeting was workforce statistics. This presentation updates progress to date on deploying newly-developed survey items on the prevalence and key characteristics of non-degree credentials, including industry-recognized certifications, occupational licenses, and educational certificats.
AAC&U Members on Trends in Learning Outcomes AssessmentRobert Kelly
Key findings from a survey among 325 chief academic officers or designated representatives at AAC&U member institutions, conducted July 15 to October 13, 2015,
by Hart Research Associates for the Association of American Colleges and Universities
Employer Priorities for Most Important College Learning OutcomesRobert Kelly
These data are taken from Falling Short? College Learning and Career Success, a 2015 report on findings from a survey of employers and a survey of college students conducted for AAC&U by Hart Research Associates. For a full report on this survey and earlier reports on employer views, see www.aacu.org/leap.
Introduction to the joint JISC CETIS and Making Assessment Count project event on 2 February 2011. Background information and further reading on the topic of assessment feedback.
This presentation was given by Melanie Ehren from the London Institute of Education at the GCES Conference on Governing Education in a Complex World during the second Workshop B on the role of shared responsibility in developing accountability mechanisms that work in Brussels on 17 October 2016.
Academic integrity: Shining a light on cheating and ghostwritingLearningandTeaching
Ann Wilson provides an overview of the Academic Integrity framework, and shares her learnings from the APCEI (Asia Pacific Conference on Educational Integrity) conference.
GEMEnA update for COPAFS Quarterly Meeting June 2015Sharon Boivin
Presentation slides for the June 5, 2015 quarterly meeting of the Council of Professional Associations on Federal Statistics (COPAFS). The theme of the meeting was workforce statistics. This presentation updates progress to date on deploying newly-developed survey items on the prevalence and key characteristics of non-degree credentials, including industry-recognized certifications, occupational licenses, and educational certificats.
AAC&U Members on Trends in Learning Outcomes AssessmentRobert Kelly
Key findings from a survey among 325 chief academic officers or designated representatives at AAC&U member institutions, conducted July 15 to October 13, 2015,
by Hart Research Associates for the Association of American Colleges and Universities
Employer Priorities for Most Important College Learning OutcomesRobert Kelly
These data are taken from Falling Short? College Learning and Career Success, a 2015 report on findings from a survey of employers and a survey of college students conducted for AAC&U by Hart Research Associates. For a full report on this survey and earlier reports on employer views, see www.aacu.org/leap.
Where’s the evidence of evidence-based practice? Exposing the ruinous twins o...Alison Iredale
In this talk I examine how ideas associated with what are commonly termed evidence-based practice (EBP) and evidence based teaching (EBT) have been re-formed and interpreted by governments and state funded gateways for teachers in the lifelong learning sector in England (such as LLUK, SVUK, LSIS, DFE, Ofsted). I chart the relationship between interpretations of educational research and EBP/T and teacher education policy and practice in the sector from the early 1990’s until the most recent reviews of vocational education (the Wolf Report) and Professionalism in Further Education (Lingfield Report 2012). Links are made between notions of routinised practices (Iredale 2012) and the ‘ruinous twins’ of evidence and policy. The conclusion will caution against the influence of both simplistic ‘evidence-based’ approaches on teachers, systematic review, and the rising tendency for policymakers and managers in the sector to lose interest in wider more critical educational research.
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Criteria for Good Assessment - John Norcini, Ph.D.mmcavani
Some background
What is a ‘test’ or assessment?
How does assessment affect learners?
How are assessments changing?
Who cares about assessment?
Characteristics of good assessment
How do they relate to purpose?
How do they relate to the stakeholders?
Introduction of Objective Structured Clinical Examination as assessment tool ...iosrjce
IOSR Journal of Research & Method in Education (IOSRJRME) is an open access journal that publishes articles which contribute new results in all areas of research & method in education. The goal of this journal is to bring together researchers and practitioners from academia and industry to focus on advanced research & method in education concepts and establishing new collaborations in these areas.
Governing Quality Of Online Content Through Threshold Standards: Facilitating...Charles Darwin University
A presentation outlining different approaches to ensuring quality of technology enhanced learning and teaching in higher education. Please cite: Sankey. M. (2017). Governing Quality Of Online Content Through Threshold Standards: Facilitating A Consistent Learning Experience. Online e-Learning Summit 2017. Sydney, 20-21 June.
Audit update
Slides from a webinar to the Federation of Awarding Bodies on Monday 27 April 2015
Webinar hosted by Bryan Horne
Associate Director Standards for Vocational Qualifications and Apprenticeships
The Ethics of Accountability in Education Assessment: Ofqual ethics symposiumOfqual Slideshare
The Ethics of Accountability in Education Assessment
A presentation by Professor Paola Mattei, Associate Professor in Comparative Social Policy at the University of Oxford
26th March 2015
Teacher Malpractice in Assessment: the International Context: Ofqual Ethics S...Ofqual Slideshare
Teacher Malpractice in Assessment: the International Context
A presentation by Ardeshir Geranpayeh, Ph.D. Head of Psychometrics & Data Services - Oxford at the Ofqual ethics symposium
26th March 2015
Westminster Forum: The future for Apprenticeships in England: Trailblazers, f...Ofqual Slideshare
How assessments and qualifications fit into apprenticeships, Ofqual’s new regulatory approach to vocational qualifications and Ofqual's work on the reformed apprenticeships.
Securing Standards in Qualifications and Assessment (October 2014)Ofqual Slideshare
Marc Baker, Acting Executive Director for General Qualifications speech to the Inside Government conference on Raising School Attainment
14th October 2014
New approaches to dealing with malpractice and maladministration - cskills pr...Ofqual Slideshare
New Approaches to Dealing with Malpractice and Maladministration - Cskills Awards
9th May 2014
Presentation by
Christopher Simpson
Quality Assurance Manager/ RO
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
17. Plagiarism – the statistics (GCSE and A level only) summer series total candidates penalised total candidates penalised for ‘copying from other candidates, collusion and plagiarism’ 2009 4415 1084 2008 4156 1150 2007 4258 1301 2006 4757 1527
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20. Using sources - students How to use and acknowledge sources of information Find it! Information is easy to find online, but look for quality. Check it! Question the information you find. Credit it! Referencing is important.
21. Authenticity - teachers The issue of authenticity is not confined to HE. The guide helps to provide teachers with a framework for building upon the concepts of authenticity and attribution.
22. Avoiding Plagiarism – parents and carers Explain to parents: What plagiarism is Why do students plagiarise (deliberately and accidently) The penalties for plagiarism What parents can do to help
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24. Types of control Task marking Task doing Task setting Low Medium High Control
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Editor's Notes
Good afternoon ladies and gentlemen. I am pleased to join you today at this conference and to be able to bring you up to date with Ofqual’s views of and role in combating plagiarism. Plagiarism attracts the attention of schools, colleges, universities; learners, their parents and carers, and the public in general . When cases of plagiarism are reported or discovered, it can affect confidence in the results that are issued, in the quality of the examination or assessment and in the value of qualifications. All of these issues are of concern to Ofqual. As the regulator, we ‘strive to secure qualifications, examinations and assessments that are valued and trusted by learners, users and the wider public’.
There is a very small percentage of examination entries where a problem exists. Over 16 million GCSE and GCE scripts were marked in the summer of 2009, and over 7 million awards made at GCSE and A level. Penalties for reported malpractice were applied to just 0.03% of these examinations. It is important to note however that our focus is not just on GSCEs and A level qualifications. We require awarding organisations to take the same approach to plagiarism in other qualifications including the new diplomas and in vocational qualifications, where there can be additional issues such as authenticating work-based assessments.
To bring the threat of plagiarism into context, our recorded incidents of malpractice, which include detection of plagiarism, copying from other candidates and collusion, are low. Ofqual does not collect statistics on plagiarism in vocational qualifications and we have not received any complaints to investigate. Ofqual (2010) Statistical bulletin - Malpractice in GCSE and GCE: June 2009 examination series. Available at http://www.ofqual.gov.uk/public-download/category/20-?download=414%3Amalpractice-june-2009
We recognise that despite the low figures, plagiarism is a problem that can have a large impact and we will continue to work with awarding organisations and encourage their work with schools and other education providers to reduce incidents of plagiarism as well as to improve their ability to detect attempts to plagiarise. We must also concentrate on raising public confidence, ensuring that they understand the scope of and the issues with plagiarism.
Ofqual itself has taken a strong stance towards addressing plagiarism. Our GCSE, GCE, principal learning and project code of practice, lays down agreed principles, processes and practices within and between awarding organisations. It requires awarding organisations to have procedures in place for reporting, investigating and dealing with any form of malpractice and makes clear the responsibilities of awarding organisations and their personnel including examiners, scrutineers and moderators. Further to this we release statistics concerning malpractice to ensure that this issue is openly reported on. We have also produced a range of guides for teachers, parents and carers and for students and we provide additional advice to students through our well-respected exams doctor. Our plagiarism guides promote good practice amongst candidates, highlight the dangers of plagiarism and help teachers to educate their students in how to avoid plagiarising as well as equipping them with information to help them detect and deal with plagiarism.
The first strand of this approach is the education, or virtues, approach. It includes the development of codes of practice, which set out a framework for behaviour and explain how institutions will react to incidents of cheating or plagiarism. These codes must be supported by institutional policy statements which can more clearly influence students than detailed codes, and which are especially effective if seen to be well supported by teaching staff. Staff should also be encouraged to cultivate an honest environment, ensuring that their students do not feel under pressure to cheat. Staff should also ensure that they use the codes of practice to hold students to account. This approach also needs to be up-to-date in order to appeal to students. It must not be seen as a rigid institutional and bureaucratic policy. Any code of practice or statement should respond to modern pressures, such as misuse of technology, and especially the internet, where text is now readily available to cut and paste, either through online books, or through essay banks where assignments are available on demand. Codes should also be supported with clear promotion of how to avoid plagiarising – for example by clearly explaining how to acknowledge and reference the work of others.