This presentation is linked to a workshop presented at the HEA Enhancement event 'Ways of knowing, ways of learning: innovation in pedagogy for graduate success'. The blog post that accompanies this presentation can be accessed via http://bit.ly/1yYJket
A look at the benefits of portfolios and other forms of assessment. This presentation was given in the Pedagogy Circle on Nov 11 and Nov 12, by Joanne Chesley, Ed.D.
A presentation by Rachel Stubley of the School of Education and Centre for Excellence in Learning and Teaching at the University of Wales, Newport, as part of the PGCert Developing Professional Practice in Higher Education, on 2nd December 2009.
A look at the benefits of portfolios and other forms of assessment. This presentation was given in the Pedagogy Circle on Nov 11 and Nov 12, by Joanne Chesley, Ed.D.
A presentation by Rachel Stubley of the School of Education and Centre for Excellence in Learning and Teaching at the University of Wales, Newport, as part of the PGCert Developing Professional Practice in Higher Education, on 2nd December 2009.
Professor Sue Bloxom's keynote speech "what are we really trying to do with assessment in teacher education- resolving conflicting purposes and principles"
Moving Beyond Student Ratings to Evaluate TeachingVicki L. Wise
Evidence of teaching quality needs to take into account multiple sources, as teaching is multidimensional. Moreover, the likelihood of obtaining reliable and valid data and making appropriate judgments are increased with more evidence.
Professor Sue Bloxom's keynote speech "what are we really trying to do with assessment in teacher education- resolving conflicting purposes and principles"
Moving Beyond Student Ratings to Evaluate TeachingVicki L. Wise
Evidence of teaching quality needs to take into account multiple sources, as teaching is multidimensional. Moreover, the likelihood of obtaining reliable and valid data and making appropriate judgments are increased with more evidence.
Reimagining and Reinforcing Student Success Into Career Success Across the Cu...credomarketing
The final webinar in Credo Education webinar series "The Onus is On Us - How Higher Education Can Close the Skills Gap" presented by Kate Sawyer, Higher Education Administration and Library Consultant.
Are we still teaching students the same old way we were taught and expecting them to learn the same way we learned?
Maybe it’s time to rethink where and how often we teach critical thinking, problem solving and information skill sets, as well as how and when we teach them.
Outcome Based Education is Major concern in all professional courses. This ppt will gives basic introduction about OBE and its implementation. Outcome-based education (OBE) is education in which an emphasis is placed on a clearly articulated idea of what students are expected to know and be able to do.
Another list of useful resources for initial teacher education, created by UK teacher educators with support from the HEA. The lists have been maintained by Kathy Wright.
In 2012 the Higher Education Academy worked with teacher educators from across the UK to curate a list of useful resources in this area. Kathy Wright has maintained and updated this list.
The 'live' version of my talk at the HE and FE Show 2015 in London, introducing the Higher Education Academy's Framework for student engagement through partnership. https://www.heacademy.ac.uk/frameworks-toolkits/frameworks Here I used Haiku Deck to create a presentation with images as backgrounds to slides.
Another version is available here: http://bit.ly/1VPlQpj which includes more text.
Slides to support short presentation by Kathy Wright at the 2015 HE and FE Show in London on 14 October. The presentation is taken from previous keynotes by Dr Abbi Flint of the Higher Education Academy.
This report contains the preliminary findings from a research project that aimed to explore:
• What is the current practice around teaching social science research methods to undergraduate medical students in the UK: what is being taught, how are teaching and learning organised within the curriculum, how is content is delivered, to and by whom and how is student learning assessed?
• And, what are the challenges and opportunities around developing this teaching and learning practice and the curriculum and policy contexts that frame it?
This workshop was held as part of the HEA Enhancement Event 'Technology enhanced learning: What can we learn from MOOCs?'. The presentation forms part of a blog post about this workshop which can be accessed via: http://bit.ly/1AbOtCA
For further details of the enhancement event, please see: https://www.heacademy.ac.uk/events-conferences/event10203
This presentation is linked to a workshop presented at the HEA Enhancement event ‘Successful students: enhancing employability through enterprise education’. The blog post that accompanies this presentation can be accessed via http://bit.ly/1wVOUxf
This presentation is linked to a workshop presented at the HEA Enhancement event ‘Successful students: enhancing employability through enterprise education’. The blog post that accompanies this presentation can be accessed via http://bit.ly/1wVOUxf
This presentation is linked to a workshop presented at the HEA Enhancement event ‘Successful students: enhancing employability through enterprise education’. The blog post that accompanies this presentation can be accessed via http://bit.ly/1wVOUxf
This presentation is linked to a workshop presented at the HEA Enhancement event ‘Successful students: enhancing employability through enterprise education’. The blog post that accompanies this presentation can be accessed via http://bit.ly/1wVOUxf
This presentation is linked to a workshop presented at the HEA Enhancement event 'Ways of knowing, ways of learning: innovation in pedagogy for graduate success'. The blog post that accompanies this presentation can be accessed via http://bit.ly/13zCShG
This presentation is linked to a workshop presented at the HEA Enhancement event ‘Successful students: enhancing employability through enterprise education’. The blog post that accompanies this presentation can be accessed via
This presentation is linked to a workshop presented at the HEA Enhancement event 'The full picture: the journey from listening to partnership in student engagement'. The blog post that accompanies this presentation can be accessed via http://bit.ly/129riIW
This list of resources is one of the outputs of the HEA Social Sciences funded project 'The role of assessment in teaching research methods' led by Anesa Hosein (University of Surrey) and Namrata Rao (Liverpool Hope University).
For further details of this project, please see HEA Social Sciences blog post:
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
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!
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
2. To explore contemporary assessment perspectives, emphasising the use of innovative assessment and principles aligned with assessment for learning
An opportunity to
•explore the notion of ‘assessment for learning’, and associated guiding principles
•consider the rationale for diversifying assessment methods and using authentic assessment tasks, enhancing the development of graduate attributes and skills relevant to employability
•review and plan for changing assessment practices to enhance student learning
Overview of workshop
2
3. 3
Structure of workshop
Timing
Session
11.15 am
Current assessment perspectives, assessment for learning model; short activity
11.45
Activity – Considering diverse forms of assessment for learning: challenges and opportunities
12.15 pm
Plenary
12.35
Looking at assessment literacy
12.45
Activity – Integrating assessment literacy
12.55
Insights, reflections and actions
1.10
Conclusions
1.15
Close of workshop
4. “innovative assessment could be any form of assessment which involves the application of a new technique or method … however, innovative assessment has come to mean more than that; it is a term we use which encompasses a whole range of different techniques and methods, not all of which are new inventions. What unites them is a common goal: to improve the quality of student learning”
(Mowl 2006, p2)
4
What do we mean by innovative assessment?
5. Innovative with regard to
•Being characterised as authentic or work relevant
•Technology-enhanced assessment or learning
•Changing the nature of student engagement and participation
Assessment for learning:
“challenges and blurs the boundaries between assessment and teaching”
(Sambell et al 2013, p151)
5
Re-assessing innovative assessment
6. •Building on two decades of work on assessment in higher education
•Response to issues and concerns in assessment practice
•Assessment Standards: a Manifesto for Change
–Assessment Standards Knowledge exchange (ASKe)
•Six evidence-based tenets
–Unpacked, re-cast
–Assessment review tool
–Evidence base
6
Transforming assessment
7. The debate on standards needs to focus on how high standards of learning can be achieved through assessment. This requires a greater emphasis on assessment for learning rather than assessment of learning
7
Assessment for learning
•Authentic assessment – engaging, meaningful assessment tasks
•Students developing as learners – effective attributes and skills to self- assess and evaluate their own learning
•Informal feedback – e.g. in-class group discussions, peer-review
•Formal feedback – range of forms of feedback, used at a number of stages
•Practice, rehearsal – opportunities to learn and practice
•Formative and summative – appropriate balancing of these two types of assessment
(Sambell et al 2013)
8. A consensus in the field
8
Assessment framework
Emphasis: examples
Carless (2009)
A framework for learning- oriented assessment
Tasks should be designed to stimulate productive learning practices
Assessments should involve students actively in engaging with criteria, quality, their own and peers’ performance
Boud and Associates (2010)
Seven propositions for assessment reform
Assessment for learning as pivotal
Inducting students in assessment cultures and practices
NUS
Assessment and feedback benchmarking tool, with 10 principles
Diverse forms of assessment
Formative assessment and feedback
Self-reflection and peer learning
9. •Social work module: observations of practice
•Develop a glossary as an assessment
–Identified academic terms, writing definitions, indicating sources
–Personal, illustrative evidence of relevance of term (e.g. from practice observations, peer discussion)
•Encouraging research reading, learning to writing concisely
•Looking at different theoretical perspectives, linking theory and practice
Example: developing a glossary
9
Adapted from Sambell et al (2013, p18)
10. •Business Studies module looking at corporate management
•Assessment related to workplace improvement
•Managers from organisations: talks on workplace problems
–Students suggesting solutions through presenting these
–Posters to disseminate ideas for workplace improvement
10
Example: problems in the workplace
Adapted from Sambell et al (2013, p22)
11. Assessing
Method or type
Knowledge and understanding
Information leaflet, web resource,
reports
Thinking critically and making judgements
Journal or reflective diary, briefing paper, newspaper article, oral presentation
Problem-solving and developing plans
Research bid, case study analysis, action plan
Communication skills
Group or individual poster, student-led seminars
And others …
Forms of assessment
11
Based on Butcher et al (2006); handout on assessment methods
(PedRIO, Plymouth University)
Engaging – Meaningful – Realistic
12. Considering diverse forms of assessment for learning
•What are the challenges?
•What are the particular opportunities?
How might these relate to particular subject or disciplinary areas?
Activity: group discussion
12
13. Considering diverse forms of assessment for learning
•Challenges?
•Opportunities?
How might these relate to particular subject or disciplinary areas?
Plenary
13
14. Active engagement with assessment standards needs to be an integral and seamless part of course design and the learning process in order to allow students to develop their own, internalised conceptions of standards and to monitor and supervise their own learning
14
Looking at assessment literacy
•Methods for sharing standards with students
–Regular formative tasks, feedback with dialogue, use of exemplar assignments, discussion of criteria, and self and peer assessment
•Student understanding of assessment and standards help them as developing autonomous learners
–Reflect on and review their own progress and development
15. •A grasp of assessment in relation to learning
•An understanding of assessment
–Principles of valid assessment
–Terminology
•The meaning of assessment criteria and standards
•Self and peer-assessment skills
•Using appropriate approaches or techniques for assessment tasks
15
What is assessment literacy?
Price et al (2012)
16. In what ways could assessment literacy be integrated?
•An understanding of assessment
•The meaning of assessment criteria and standards
•Self and peer-assessment skills
•Using appropriate approaches or techniques for assessment tasks
Pairs or small groups of three
16
Activity: integrating assessment literacy
19. The Assessment Compact
19
Assessment Compact at Oxford Brookes University
1. Engage in dialogue with tutors and peers
•Talking opportunities: unsure about assessment tasks, standard of work expected, explore ideas
•Supportive, constructive and timely feedback
2. Self assess your work and be prepared to assess the work of others
•Practise in self and peer-assessment: developing understanding of good quality work
•Drafting, using exemplars, marking
3. See yourself as a member of your learning community
•Engage with all study activities
•Reflect on feedback, checking your understanding with others
Based on www.brookes.ac.uk/aske/BrookesACompact/
20. Assessment Standards Knowledge exchange (ASKe) – ww.brookes.ac.uk/aske/
(ASKe) Assessment: Your entitlements and obligations – the Compact digested. Oxford Brookes University. Available from: www.brookes.ac.uk/aske/BrookesACompact/
ASKe (n.d) Assessment Standards: a Manifesto for Change; Feedback: an Agenda for Change. Available from: http://www.brookes.ac.uk/aske/Manifesto/
Boud, D. and Associates (2010) Assessment 2020: Seven propositions for assessment reform in higher education. Sydney: Australian Learning and Teaching Council.
Butcher, C., Davies, C. and Highton, M. (2006) Designing Learning: From module outline to effective teaching. London and New York: Routledge.
Carless, D. (2009) Learning-oriented assessment: Principles, practice and a project. In L.H. Meyer, S. Davidson, H. Anderson, R. Fletcher, P. M. Johnson and M. Ress (Eds.), Tiertiary Assessment & Higher Education Student Outcomes: Policy, Practice & Research (pp. 79-90). Wellington, New Zealand: Ako Aotearoa.
Mowl, G. (2006) Red Guides, Paper 17: Innovative student assessment: what’s the point? Northumbria University. Available from: http://www2.warwick.ac.uk/study/cll/currentstudents/undergraduatemodules/reinventingeducation/coursepages/mowl_- _innovative_assessment.pdf
NUS (n.d) Assessment and feedback benchmarking tool.
Price, M., Rust, C., O’Donovan, B., Handley, K., with Bryant, R. (2012) Assessment Literacy: The Foundation for Improving Student Learning. Oxford Brookes University, Oxford: The Oxford Centre for Staff and Learning Development.
Sambell, K., McDowell, L. and Montgomery, C. (2013) Assessment for Learning in Higher Education. Abingdon, Oxon: Routledge.
The Higher Education Academy (2012) A Marked Improvement: Transforming assessment in higher education. Available from: http://www.heacademy.ac.uk/assessment
20
References