Pg cert lthe assessment master class slideshare version
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The document outlines the principles of constructive alignment where teaching and learning activities and assessment methods are designed to meet intended learning outcomes. Quality assurance is ensured through standards set by quality management, university policy and regulation, and external professional bodies. Programs must specify learning outcomes and assessments but can apply for a variance if requirements conflict with an accrediting professional body.
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1) Thoroughly read and re-read the document, taking notes on patterns, tone, etc.
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3) Examine underlying assumptions and gaps in reasoning. Consider emotional appeals and imagery.
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The writer summarizes The Bad Beginning by Lemony Snicket. The story is about three orphaned siblings, Violet, Klaus and Sunny, who must live with their cruel Uncle Count Olaf after their parents die. Olaf wants to steal the children's inheritance and puts them through miserable situations. Though the story has a bad beginning, middle and end, the writer enjoys Snicket's dark humor and warnings to put the book down, which only make the reader more curious to find out what happens. The writer recommends the book for those not afraid of misery and mischief.
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1) This document provides guidance for writing a portfolio reflection that analyzes two elements of language.
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1. The document discusses Stern's classification of learning strategies, which divides strategies into 5 categories: management and planning, cognitive, communicative/experiential, interpersonal, and affective.
2. Within each category are examples of specific strategies like goal-setting, memorization, asking questions, interacting with native speakers, and building confidence.
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This document discusses factors that influence learning, including socioeconomic status (SES), motivation, and readiness. It describes how SES is measured and its effect on achievement. Strategies for intervention are proposed, such as tutoring programs and parent workshops. The concept of self-fulfilling prophecy and its impact on self-concept, esteem, and regulation are introduced. Motivation is defined as arousing interest to satisfy needs through intrinsic and extrinsic factors. Readiness is described as the state that allows profitable learning through past experiences and developmental factors.
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The document provides a format and guidelines for writing a book review. It instructs students to include 3-4 sentences summarizing the plot, discuss any personal experiences relating to the characters or story, provide their opinion on whether they liked the book and their favorite/least favorite parts, and make a recommendation on if others would enjoy the book and what type of reader might like it. The review should be at least 3 sentences and not reveal any major plot points like the ending.
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This presentation discusses factors influencing learning. It covers personal factors like sensation and perception, fatigue, age and maturation, emotional conditions, needs, interests, motivation, intelligence, aptitude, and attitude. Environmental factors like surroundings, relationships, and media influence are also discussed. The goal is to help teachers and parents understand and guide children's learning.
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The document discusses various psychological and physiological factors that affect learning. Some key psychological factors include readiness, interest, intelligence, motivation, attitudes, feelings, frustration, aptitude, mental health, natural ability to learn, individual differences, ability, orientation, and fear of failure. Physiological factors discussed include maturity, needs, physical health, self-concept, proper nutrition, proper sleep, and tiredness. The document emphasizes that teachers should understand these factors and how they influence learning in order to best support their students' education.Viewers also liked (19)
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2. Key steps include specifying test purposes and intended examinees, reviewing content standards/objectives, drafting and editing items/tasks, evaluating items for validity and potential biases, conducting item analysis after field testing, revising or deleting weak items, assembling the final test, and collecting ongoing reliability and validity data.
3. Item analysis involves both qualitative review of item content and format as well as quantitative analysis
Gcse business specs
The unit introduces candidates to issues concerning setting up and operating a business. It explores reasons for success or failure and encourages appreciation that businesses must operate within society and engage with stakeholders. Candidates learn about starting a business, setting aims and objectives, business planning, legal structures, location selection, marketing research with limited budgets, and using the marketing mix including consideration of ICT in assisting international marketing. The unit provides an introduction to key business concepts within the context of a small start-up business.
PID3687979
This document presents a novel methodology for collecting robust assessment data on ABET student learning outcomes and course learning outcomes in shorter time frames. The methodology utilizes EvalTools® software to design unique assessments with high relative coverage (70% or more) of specific performance indicators related to outcomes. Existing assessments are split into questions or sections to obtain high coverage of single indicators. Weighting factors can be applied to assessments. Student performance data is aggregated and categorized as Excellent, Adequate, Minimal or Unsatisfactory to calculate weighted averages for indicators, outcomes, and programs. Continuous improvement is enabled through comprehensive evaluation and closing of action item loops at the course and program level.
Quality assuring assessment guidelines for providers, revised 2013
This document provides guidelines for quality assuring assessment processes for awarding bodies. It outlines the key stages in the assessment process, including assessment, authentication of results, approval of results, appeals processes, and requesting certification. The guidelines emphasize principles of validity, reliability, fairness, quality, and transparency. Awarding bodies are responsible for establishing their own assessment policies and procedures in line with these guidelines, and QQI will quality assure providers' assessment processes to ensure standards are applied consistently nationally.
Quality assuring assessment guidelines for providers, revised 2013
This document provides guidelines for quality assuring assessment processes for education providers. It outlines the key stages of the assessment process, including assessment, authentication of results, results approval, appeals processes, and requesting certification. The guidelines emphasize principles of validity, reliability, fairness, quality, transparency, and complementarity. Providers are responsible for establishing assessment policies and procedures, while QQI (Quality and Qualifications Ireland) monitors providers to ensure national standards are upheld consistently.
Kim Scalzo's DAETE presentation- SLN SOLsummit
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Relevant-and-Pressing-Topicsin-High-Stakes-Assessment-in-Education.pptx
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CER Template (1).docx
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This document outlines a Six Sigma project to improve the quality of education at MNIT. The project uses the DMAIC (Define, Measure, Analyze, Improve, Control) methodology. In the Define phase, placement rates were identified as declining due to outdated syllabi and lack of skills. The Measure phase found variability in teaching quality. Analysis identified causes like outdated syllabi and lack of practical skills. Improvements proposed gaining practical skills through internships. The Control phase set limits to monitor teaching quality.
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The document provides an agenda and information for a session on the Part Two requirements of the PGCertLTHE program. The session will cover the assessment tasks required for Part Two, principles of good course design, and preparing for Module 5 which involves pedagogic research. It discusses the structure and assessment of Part Two compared to Part One. It outlines the modules involved in Part Two, including their credits and assessment requirements. Feedback from Part One is addressed and changes to Part Two are highlighted. Principles of good course design are discussed and applied to module and lecture design. Ethics requirements and possible research topics for Module 5 are also covered.
My 071112 presentation
This document discusses assessment challenges in higher education. It notes increased pressures on staff from the new fee and funding regime as well as raised student expectations. The key question is what the deal will be regarding assessment expectations and workload. The document outlines some serious curriculum design and quality assurance issues beyond individual teachers. It discusses formative assessment, feedback, and developing student autonomy. Several studies are referenced that show feedback is often not helpful or timely for students. The document argues students need support to develop as autonomous learners and appreciate academic standards. Overall it addresses balancing assessment expectations with realistic workloads in challenging higher education times.
Pg cert lthe assessment 2012 bb
1. The learning outcomes are not specific enough and do not clearly articulate what students are expected to learn. They do not provide enough detail about the expected level, depth, or scope of learning.
2. The verbs used in the learning outcomes do not align well with the higher cognitive levels described in Bloom's taxonomy or SOLO taxonomy. For example, some outcomes focus on lower levels like recalling or stating rather than applying, analyzing or evaluating concepts.
3. The learning outcomes do not provide transparency to students on how their learning and understanding will be assessed. They do not clearly link the intended learning to appropriate assessment methods or criteria.
Pg cert lthe facilitating active learning 2012 bb
This document discusses facilitating active learning in the classroom. It provides evidence that active learning strategies are more effective than passive learning strategies. It recognizes that active learning 1) engages students, 2) improves performance and attention, and 3) develops independent thinking skills. The document also identifies several active learning strategies and tools that instructors can use, such as interactive group activities, clicker questions, and real-time feedback, to actively involve students in the learning process.
P gcert appraising your teaching 2012 bb
The document discusses peer observation and its role in evaluating teaching effectiveness. It outlines the aims, outcomes, and schedule of a session on exploring the role of observation in developing professional practice. Different models of peer observation are presented, including those focused on evaluation, development, and peer review. Key factors for successful peer observation include creating a collegial climate, effective training, and valuing teaching as a topic of discussion.
Pg cert lthe induction part one 2012 bb
This document provides an overview and schedule for a Postgraduate Certificate in Learning and Teaching in Higher Education. It includes:
- An introduction to the programme and schedule for the first day, which involves introductions, discussions of hopes, fears, expectations, and an overview of the student experience.
- An outline of the programme structure, modules, and assessment tasks. It is a 15 or 20 credit programme taken over one or two semesters depending on the route.
- A timetable showing the topics to be covered in each session, including appraising teaching, active learning, assessing for learning, feedback, and the political economy of higher education.
- Information on assessment tasks which will be discussed
Research quality
Here are a few key points to consider in locating your study within a research paradigm:
- Align your research question and methodology - use a qualitative approach for questions of understanding experiences, and quantitative for questions of predicting behaviors.
- Consider the existing literature - does it come from one paradigm or integrate different views? Locate your study accordingly.
- Explicitly situate your study within a research paradigm (e.g. interpretivist). This provides a philosophical framework.
- Consider contrasting your study against literature from another paradigm (e.g. adding qualitative insights to a quantitative field).
- Add a unique disciplinary lens if studying generic concepts. This contextualizes the research.
The literature review is a good
Pg cert pdp march 2012
This document discusses personal development planning (PDP) including its definitions, philosophies, and processes. PDP is defined differently but generally involves reflection on learning and performance to plan personal, educational, and career development. The literature emphasizes PDP being integrated into the curriculum, supported by staff, and owned by both the institution and learner. Effective PDP is linked to learning objectives and occurs regularly with support, reflection, and evaluation of experiences and results. The document then provides examples of PDP models within a university curriculum.
Pg cert lthe 2011 understanding student engagement
The document discusses student engagement in higher education. It provides definitions of student engagement, explores why engagement is important due to factors like widening participation, and considers different theoretical perspectives on engagement. It also outlines challenges to engagement, such as co-option into quality assurance processes and issues around power dynamics. The document promotes managing flexibility, supporting collaboration, and culture change to enhance student engagement.
Pg cert lthe curriculum design and ethical processes
The document provides guidance on evaluating potential ethical issues in teaching-related research. It discusses considerations around [1] informed consent and confidentiality, [2] the type of data being studied, [3] who is conducting the research, [4] the research design, and [5] how findings will be used and disseminated. Key aspects include ensuring subjects understand how their data will be used and stored, gaining consent, avoiding power relationships between researchers and subjects, and following proper protocols for external dissemination and compliance with data protection laws.
Pg cert lthe political economy of he
This document discusses a session on the political economy of higher education in the UK. The session aims to consider perspectives on the role of higher education, explore contemporary developments in higher education management, and examine implications of different views of students. It includes group activities on defining the purpose of higher education and describing students. The document also discusses challenges around competition and privatization in higher education.
Pg cert lthe induction part two 2012
By the end of the session, participants will be familiar with the assessment requirements for Part Two of the PGCertLTHE programme and recognize principles of good course design. The schedule includes discussing the programme structure, Part One feedback, and Part Two assessment. It will cover principles of good course design, Blackboard mobile learning, applying design principles to module aims and outcomes, and preparing for Module 5 which involves a small-scale pedagogic research project. Participants will provide feedback on Part One and discuss redesigning it based on their principles of course design and module aims and outcomes. They will also discuss possible research topics for the pedagogic research module.
Pg cert lthe critical thinking_2011_session
This document provides an introduction to critical analysis and how to analyze arguments in text. It discusses identifying the key elements of an argument like the reasoning, conclusions, assumptions and values. It also covers evaluating the credibility of evidence and drawing accurate judgments. The document outlines different stages of critical analysis and writing. It discusses considering different perspectives like objective, subjective and critical theory lenses. It also includes examples of language and patterns used in critical reasoning and arguments.
Pg cert assessment and feedback sarah nixon
The document discusses assessment and feedback strategies that can promote student success in the first year of university. It recommends designing coherent assessment opportunities in the first six weeks and integrating learning and assessment throughout the semester rather than just at the end. The literature suggests using feedback from students on their own work, linking assessments across modules, and using tutor groups to discuss work can help students make sense of the information and materials. Traditional assessments that encourage rote memorization are criticized for not fostering curiosity, while innovative approaches that encourage student self-evaluation can promote autonomy in learning. Experience shows that a whole program approach involving all staff and mapping assessments can create coherent and learning-oriented strategies to support students.
My 091111 presentation for blackboard
This document discusses assessment challenges in higher education. It notes pressures on staff from changing financing and rising student expectations. The key question is what the new "deal" will be regarding assessment expectations and staff workloads. The document outlines an agenda covering curriculum autonomy, formative assessment/feedback, and summative assessment/grading. It discusses how assessment should guide student transformation from dependence to autonomy. Effective assessment provides goals/criteria clarification, encourages effort on challenging tasks, and facilitates self-assessment and reflection. However, feedback is often unclear, untimely, or not acted upon by students. The document examines student expectations regarding assessment methods, feedback, and their experiences. It also identifies issues that may limit feedback effectiveness.
Pg cert lthe assessment 2011 slideshare version
This document summarizes key points from a presentation on assessment and feedback methods:
1. Assessment has a major influence on what and how students learn, how teaching is done, and how students organize their studies. Students focus more on what they think will be assessed rather than the entire curriculum.
2. A survey of students found that they prefer more opportunities for one-on-one feedback and easy access to feedback. Students also want feedback more quickly, though science students expect slower feedback.
3. The presentation recommends managing student expectations, enhancing engagement with assessment and feedback, emphasizing student responsibility, and avoiding innovation just for its own sake when considering changes to assessment and feedback practices.
Pg cert lthe active learning 2011 slideshare version
This document discusses strategies for active learning in lectures. It recognizes that active learning engages students more than passive lectures. Some strategies discussed are using classroom response systems ("clickers") to get immediate feedback, ask questions to check understanding, and structure activities into prime learning periods with breaks in between. Clickers can provide benefits like increasing student attention, performance, and developing a sense of community in the classroom. The document also discusses cognitive concepts like working memory and how active learning strategies can help transfer information to long-term memory better.
P gcert appraising your teaching 2011slideshare
This document discusses the role of observation in evaluating and developing teaching effectiveness. It outlines the aims, outcomes, and criteria of teaching observations. Key points include: observations can help identify strengths and areas for improvement, while student feedback alone has biases; effective observations involve collegiality, constructive feedback, and sharing practices; the power resides in its developmental orientation and exposure to different teaching styles. Observations should balance formative benefits with quality management and have more to gain than lose.
Pg cert appraising your teaching 2011
This document discusses the role of observation in evaluating and developing teaching effectiveness. It outlines the aims and outcomes of a session on peer observation, including appraising the role of observation, identifying advantages, recognizing issues, and discussing aspects like staff development and quality management. The schedule provides timing for setting context, program requirements, experiences with observation, and giving/receiving feedback. Several references on effective teaching observation are also included that discuss collaborative approaches and developmental benefits.
Pg cert lthe alex spiers
This document discusses research into using audio feedback to provide formative assessment to students. It notes that audio feedback may allow for more detailed feedback to be given more quickly than written feedback. Previous research on audio feedback has been inconclusive about whether it enhances the learning experience. The authors conducted an exploratory study of audio email feedback to evaluate its impact on the formative learning experience. They found that students generally found the audio feedback clear and helpful. It allowed feedback to feel more personalized compared to written feedback. However, audio feedback also has some limitations such as not being searchable and potentially issues with accessibility.
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Pg cert lthe assessment master class slideshare version
- 1. Constructive alignment Teaching and Assessment learning methods activities Intended Designed to learning Designed to meet outcomes assess learning learning outcomes outcomes Quality Management University Professional Bodies Standards Policy E.g. HEA, SEDA Benchmarking Strategy QAA Code of Practice Regulations Programme specification
- 2. 29 attempts 24 marked attempts Mean score: 6.5 Question Av score % correct 1 All learning outcomes must be summatively assessed 4 38 2 Each learning outcome can only be sum. assessed once 6 58 3 Unsighted double marking 8 80 4 Levels for double marking 6 88/92 5 Students are not allowed to see exam scripts 7 70 6 Double marking proportion 6 63 7 External examiners changing marks 7 67 8 Academic misconduct – standard tariff 8 80 9 Percentage of a module assessment that can be waived 3 25 10 Mark given for late coursework 9 88 26 attempts 21 marked attempt Mean score 6.5
- 3. 1. All learning outcomes must be summatively assessed - what if it had said module?
- 4. 2. Each module learning outcome can only be summatively assessed once.
- 5. 6. At which levels must work be double marked? Regulation C2 Marking and Moderation C2.1 There must be marking and moderation procedures at all Levels, It is expected that programme teams will adhere to the following methods of practice: a) At levels 3 and 4 there must be processes to ensure consistency of standards across modules b) Marking and moderation procedures at Levels 5, 6, 7 and 8 should include sighted double marking of 10% of scripts (or 10 pieces, whichever is the greater) and for all assessments for modules of less than 10 students Methods of Practice p.21 http://www.ljmu.ac.uk/Quality/Quality_Docs/Ac_F_Methods_of_Practice_Section_one_19- 09-11.pdf
- 6. 7. What proportion of marks is the external examiner allowed to change? The minimum duties required of all external examiners are: Maintain standards Approve proposed assessments Comment on effectiveness Ensure conducted within regulations Complete annual report http://www.ljmu.ac.uk/Quality/89978.htm C3 External Examiners External Examiners must have full input into the moderation process and will be expected to confirm their involvement in the moderation process. http://www.ljmu.ac.uk/Quality/Quality_Docs/Academic_Framework_Regulations_2011- 12_(4).pdf
- 8. 9 Percentage of a module assessment that can be waived C4 Illness, Absence and Extenuating Circumstances Where illness or other verifiable cause will prevent a student from completing an assessment, The Module Leader may, on receipt of appropriate evidence, agree one or more of the actions listed below. (i) extend an assessment deadline (ii) set an alternative assessment (iii) consult with the Programme Leader who may waive an assessment item provided the marks allocated to such items constitute in total no more than 34% of the module mark. Exceptionally, if a scheduled event will prevent a student from attending a module assessment event, such as an examination or field trip, the student may request a deferral of that assessment event until the next assessment opportunity. Professional accreditation
- 9. Variance A1.7 A programme operating within the Framework may be unable to comply with all the requirements of the Framework. In these circumstances the programme team may apply to the Academic Planning Panel for a programme variance which will be considered against agreed criteria that the variance is a nationally published condition of an accrediting / professional body, without which the programme could not be accredited. Variance PGCertLTHE: 5 credit observation module