Teaching Physiology: Under Graduates’ Perspectiveiosrjce
Aim of the present study was to understand student’s opinion about the existing system of teaching
Physiology. A total number of 292 students participated in this study. They were also to suggest if any
modifications was required for better understanding. Majority of them considered lecture class as the most
appreciable method. Board and chalk method was their choice. Other visual aids were acceptable. During
lecture writing notes was very common. Suggestions included the lecture class time not to exceed 45 minutes
and not in afternoon session. They wanted subject related cases from hospital to be shown, and teaching to be
made student centered and oriented. They were for tutorial classes as well as small group discussion on regular
basis
Continuous and comprehensive evaluation (cce)Waheeda Bushra
CONTINUOUS & COMPREHENSIVE EVALUATION
The presentation is made for B. Ed. students.
Reference:
https://youtu.be/gRNq-mDcdQU (epg-Pathshala)
https://www.slideshare.net/josesheba/continuous-and-comprehensive-evaluation
https://www.slideshare.net/NajmaKazi/cce-presentation-5457317
Maharashtra State Council for Educational Research &Technology-MSCERT,Pune has devised a new Evaluation System for stds.I to VIII w.e.f. 2010-2011.This PPT is prepared for explaining the new procedure to the stakeholders.
A Presentation giving details of the Govt. Merit Scholarship Examination for students of std.5th & 8th studying in the recognized schools of Maharashtra State - India
Impact of a Public Examination Change on Teachers’ Perceptions and Attitudes ...iosrjce
The effect of language tests on teaching and learning is described in language education as
“washback”. Highstakes public examinations, thus, are often used as tools of control in the school system.
Recently, the Libyan Education Authority adopted major changes into the existing Basic Education Certificate
Examination (BECE) in English aiming to promote a positive washback effect on classroom teaching. This
paper investigates the kind of relationship between testing and teaching according to teachers’ beliefs and
perceptions of the introduced exam. To address these issues, the mixed method approach was utilized:
questionnaires were distributed to 100 teachers and interviews were conducted with the examination board
director and 11 teachers from the same sample surveyed. The study found that teachers expressed negative
rather than positive views towards the exam. Teachers criticized the exam especially in terms of practicality and
content validity as most teachers declared that congruence between the new exam and the curriculum is
tenuous. However, teachers welcomed the policy regarding exam format and style. While some desired aims
were achieved through the exam, others were not. Findings showed that the exam did exert washback effect in
that teachers experienced and/or implemented changes in their classroom instructional practices. Thus findings
indicated that exams did exert washback on teachers’ attitudes and beliefs towards their classroom teaching.
However, particularly in this study, data was self-reported via questionnaires and interviews, classroom
observations would have provided more tangible evidence on teachers' actual classroom teaching practices as a
result of exam change
Teaching Physiology: Under Graduates’ Perspectiveiosrjce
Aim of the present study was to understand student’s opinion about the existing system of teaching
Physiology. A total number of 292 students participated in this study. They were also to suggest if any
modifications was required for better understanding. Majority of them considered lecture class as the most
appreciable method. Board and chalk method was their choice. Other visual aids were acceptable. During
lecture writing notes was very common. Suggestions included the lecture class time not to exceed 45 minutes
and not in afternoon session. They wanted subject related cases from hospital to be shown, and teaching to be
made student centered and oriented. They were for tutorial classes as well as small group discussion on regular
basis
Continuous and comprehensive evaluation (cce)Waheeda Bushra
CONTINUOUS & COMPREHENSIVE EVALUATION
The presentation is made for B. Ed. students.
Reference:
https://youtu.be/gRNq-mDcdQU (epg-Pathshala)
https://www.slideshare.net/josesheba/continuous-and-comprehensive-evaluation
https://www.slideshare.net/NajmaKazi/cce-presentation-5457317
Maharashtra State Council for Educational Research &Technology-MSCERT,Pune has devised a new Evaluation System for stds.I to VIII w.e.f. 2010-2011.This PPT is prepared for explaining the new procedure to the stakeholders.
A Presentation giving details of the Govt. Merit Scholarship Examination for students of std.5th & 8th studying in the recognized schools of Maharashtra State - India
Impact of a Public Examination Change on Teachers’ Perceptions and Attitudes ...iosrjce
The effect of language tests on teaching and learning is described in language education as
“washback”. Highstakes public examinations, thus, are often used as tools of control in the school system.
Recently, the Libyan Education Authority adopted major changes into the existing Basic Education Certificate
Examination (BECE) in English aiming to promote a positive washback effect on classroom teaching. This
paper investigates the kind of relationship between testing and teaching according to teachers’ beliefs and
perceptions of the introduced exam. To address these issues, the mixed method approach was utilized:
questionnaires were distributed to 100 teachers and interviews were conducted with the examination board
director and 11 teachers from the same sample surveyed. The study found that teachers expressed negative
rather than positive views towards the exam. Teachers criticized the exam especially in terms of practicality and
content validity as most teachers declared that congruence between the new exam and the curriculum is
tenuous. However, teachers welcomed the policy regarding exam format and style. While some desired aims
were achieved through the exam, others were not. Findings showed that the exam did exert washback effect in
that teachers experienced and/or implemented changes in their classroom instructional practices. Thus findings
indicated that exams did exert washback on teachers’ attitudes and beliefs towards their classroom teaching.
However, particularly in this study, data was self-reported via questionnaires and interviews, classroom
observations would have provided more tangible evidence on teachers' actual classroom teaching practices as a
result of exam change
EL7003-8 Assignment 1: Instructional Design and Engaging E-Learning Activitieseckchela
This is a North Central University course (EL 7003-8) Assignment 1: Instructional Design and Engaging E-Learning Activities. It is written in APA format, has been graded by Dr. Brian Oddi (A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.
It explains about the material evaluation, learning/study materials, objectives of evaluation, need or requirement of evaluation, steps involved in it, results, formative and summative evaluation, benefits of evaluating the learning material.
This is NOT my original work. This was created by Janet Holmshaw and Jeff Sapiro of Middlesex University, London. I have simply uploaded it for use in one of my college courses.
Retiring Exam Questions? How to Use These Items in Formative AssessmentsExamSoft
Presented by: Dan Thompson, Manager of Instructional Design and Educational Technology, Oklahoma State University Center for Health Sciences
As semesters come and go, new exams are created and used items are retired, never to be used again. While moving on to new exam items due to poor performing statistics or to ensure exam security are sound practices, these retired items can still positively impact student learning. Retired summative assessment items can serve new purposes as formative assessment items that engage students with course content while preparing them for course exams. This presentation addresses the process of using retired exam items in creative ways to develop formative assessments to increase student self-awareness of their content knowledge and improve student retention.
Adi & Hobby_2013_Social Media in Higher EducationAna ADI
Evaluation of social media tools used for public relations monitoring and outread - 1st Corporate and Marketing Communication in Asia Conference - Bangkok, Thailand
Third Sector Skills_Visual communication_Festival of LearningAna ADI
Workshop offered to participants to the Festival of Learning at Bournemouth University (June 3-14) offered by Anna Feigenbaum and Ana Adi. Developped by Anna Feigenbaum.
1.
Branding 101
Erasmus Course Evaluation
Lecturer: Ana ADI
Session 2010/2011
Semester 2 – May 2011
2. At the end of the Branding 101 course, the 10 participating students were asked to
take a survey in order to evaluate the course together with the lecturer’s method,
approach and enthusiasm. The evaluation survey was accessible online leaving
students with the option of taking it at their own pace and in the absence of the
lecturer. To avoid bias, students were asked to submit their answers before their
final grades were delivered. All 10 students took the survey, offering responses from
100% of the course participants.
The survey followed the same structure as the New Media Course the lecturer is
teaching at the same institution.
Overall, 70% of the students (7 out of 10 respondents) found the course “very good”
and while 80% of them believe the “overall teaching effectiveness” to have been
“excellent”.
1. Overall course evaluation results
The students were also asked to evaluate specific aspects of the course delivery and
the lecturer’s activity. Most of the answers range within the excellent and very good
range with the lecturer’s answer to the students’ questions and lecturer’s use of
technology being rated at the highest (80% of the students votes). The lecturer’s
ability to present alternative explanations, the lecturer’s enthusiasm, the lecturer’s
availability to offer extra help when asked and the method of inviting guest lecturers
to the talk and work with the class have all been evaluated as excellent by 70% of
the course participants.
The quality of the questions raised during the course received overall good
evaluations with 40% rated as good, 30% as very good and 30% as excellent. Taking
into account that most of the students in the class had a background in business and
3. business administration, it is possible that the concepts covered in this introductory
course were already familiar to the students.
2. Specific course elements evaluation
Among other aspects of the course evaluated were the use of class time (60% very
good), the amount learned in the course (60% very good), the reasonableness of the
assigned work (70% excellent) and the relevance of the topics covered for the
students’ areas of study and future careers (60% excellent). 40% of the participating
students deemed the relevance and usefulness of the course to be excellent while
another 40% found it very good. This suggests that even if the students’ were
exposed to concepts of branding before, the course and its content was still
considered relevant and managed to provide students with new learning points. This
is confirmed by the 60% very good evaluation of the amount the students
considered they learned in the course.
4. 3. Other course dimensions evaluated
With regards to attendance, all responding students attended all classes. Half of the
responding students (5 out of 10) expect to receive an A.
Three qualitative questions were part of the survey as well. They aimed to determine
the areas that students most liked or disliked as well as identify elements that
students would have wanted the course to cover. Although the students would not
change the course, they did have several suggests towards improving it such as
providing examples of both good and bad practice (the course so far concentrated
more on best practices) or including even more guests into the course program.
One suggestion was made to provide an example guideline for the final brand
project. However, taking into account that 70% of the students rated the clarity of
their responsibilities and requirements as excellent and taking into account that the
elements that were required for the final project were included in the syllabus and
extensively explained in class, including an example case at this point would not
support further the students’ knowledge nor provide them with space to express
their creativity and analysis.
5. 4. New course elements wanted
5. Suggested improvements
Finally, among the things the students liked the most were the practical
assignments, the guest lecture and the teaching style.
6.
6. “What did you like more about this course” answers
Observations and Conclusions:
All the answers given to the questions asked are in the higher positive range – from
good to excellent.
The areas marked the students as being excellent (obtaining also the majority vote)
were:
• The overall teaching effectiveness (80%)
• The lecturer’s answer to the students’ questions (80%)
• The lecturer’s use of technology (80%)
• The lecturer’s ability to present alternative explanations (70%)
• The clarity of the students’ responsibilities and requirements (70%)
The practical aspects of the course were mentioned as strong points of the course
and good learning experiences. The course featured a mix of problem‐based
exercises, student‐led learning and lectures including the observation of branding
and purchases behaviours in a general store and the design of a brand starting from
a given product.
7. It is notable that many of the students indicate as an important factor the lecturer’s
enthusiasm and support. This reiterates the potential, if not the need, for courses to
be delivered in a more interactive way where students are constantly given
challenges to solve together with the lecturer. Even if students were exposed to
some of the content before, the way in which the course was delivered kept them
focused and interested in the course.
Recommendations and suggestions:
Taking into account the students’ observations and in an attempt to make a link to
the areas determined in the course evaluation as having a potential for improvement
it is suggested:
• Using several brand cases to follow throughout the course as a way of
reinforcing theoretical concepts
• Increase the number of practical exercises as a means for students to
discover the theoretical concepts
• Provide more opportunities for peer learning.