標(biāo)題: Titlebook: Enhancing Teaching and Learning through Assessment; Deriving an Appropri Steve Frankland Book 2007 Springer Science+Business Media B.V. 200 [打印本頁] 作者: microbe 時間: 2025-3-21 18:50
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作者: Factual 時間: 2025-3-21 20:58
Aligning Assessment with Learning and Teachingir own are not believed to be a good feedback mechanism, for various reasons, they are commonly used for assessment. The paper also highlights the important issue of criteria- and norm-referenced assessment. When assessing students, teachers are likely to be constrained by university policy that has作者: 傷心 時間: 2025-3-22 02:01
Book 2007will also be found useful by teachers when implementing various assessment methods. School administrators and teaching development professionals will find the book useful when making decisions related to learning and teaching issues in their institutions..作者: Accord 時間: 2025-3-22 05:23 作者: Flu表流動 時間: 2025-3-22 09:51
ir own are not believed to be a good feedback mechanism, for various reasons, they are commonly used for assessment. The paper also highlights the important issue of criteria- and norm-referenced assessment. When assessing students, teachers are likely to be constrained by university policy that has作者: 思想靈活 時間: 2025-3-22 14:18 作者: 思想靈活 時間: 2025-3-22 17:47 作者: intellect 時間: 2025-3-23 01:00
administrators and teaching development professionals will find the book useful when making decisions related to learning and teaching issues in their institutions..978-90-481-7574-1978-1-4020-6226-1作者: 體貼 時間: 2025-3-23 02:37 作者: 生氣的邊緣 時間: 2025-3-23 07:37
Making Use of Technology in Assessment are used where students compose elements of group and individual tasks to construct their own knowledge in a social context to produce quality learning outcomes. This paper illustrates how such assessment tasks, supported by technology, can drive the learning and prevent students from regurgitating plagiarized facts.作者: FILTH 時間: 2025-3-23 10:37
https://doi.org/10.1007/978-3-319-49077-9cus group discussions and online forum discussions show that students found the learning experience positive and useful, contributing not only to better understanding of subject knowledge, but also improvement in such generic skills as critical and analytical thinking, problem-solving skills, team work and language and communication skills.作者: Mnemonics 時間: 2025-3-23 14:13
The Psychology of Customer Careof other groups. These are then amalgamated and used as part of the continuous assessment for the subject. The case study has been used on postgraduate students five times and the results consistently demonstrate its value both as a teaching learning activity and as an excellent example of peer assessment.作者: Ovulation 時間: 2025-3-23 21:29 作者: 可用 時間: 2025-3-23 23:21
Teaching with Group Work, Peer and Self Assessmentof other groups. These are then amalgamated and used as part of the continuous assessment for the subject. The case study has been used on postgraduate students five times and the results consistently demonstrate its value both as a teaching learning activity and as an excellent example of peer assessment.作者: Wordlist 時間: 2025-3-24 06:24
Reviewing Outcome-based Assessment and Implementation issuesthe ways its courses are planned, designed, delivered and assessed, and to initiate necessary institution-wide changes. Explicitly linking outcomes, assessment and teaching, actively using assessment for learning, and supporting academic staff development are key elements in enhancing student learning.作者: 壕溝 時間: 2025-3-24 07:51 作者: Saline 時間: 2025-3-24 13:05 作者: 鑒賞家 時間: 2025-3-24 15:06 作者: 滋養(yǎng) 時間: 2025-3-24 20:00 作者: Outwit 時間: 2025-3-25 02:10
Designing Multiple Assessment Methodscus group discussions and online forum discussions show that students found the learning experience positive and useful, contributing not only to better understanding of subject knowledge, but also improvement in such generic skills as critical and analytical thinking, problem-solving skills, team work and language and communication skills.作者: 作嘔 時間: 2025-3-25 05:18 作者: Anemia 時間: 2025-3-25 11:34
https://doi.org/10.1007/978-3-319-97514-6 are used where students compose elements of group and individual tasks to construct their own knowledge in a social context to produce quality learning outcomes. This paper illustrates how such assessment tasks, supported by technology, can drive the learning and prevent students from regurgitating plagiarized facts.作者: Oratory 時間: 2025-3-25 15:40 作者: antenna 時間: 2025-3-25 17:59 作者: PURG 時間: 2025-3-25 22:05 作者: 支形吊燈 時間: 2025-3-26 02:49 作者: defenses 時間: 2025-3-26 05:10 作者: 令人作嘔 時間: 2025-3-26 11:36
https://doi.org/10.1007/978-3-319-49077-9 of content subjects taken by first-year and third-year BA undergraduates. Specifically, the paper examines students‘ approaches to and attitudes towards OCLA and evaluates the effectiveness of OCLA in addressing subject objectives from the student and teacher perspectives. Findings obtained from fo作者: 兇兆 時間: 2025-3-26 16:37
https://doi.org/10.1007/978-3-030-74439-70 students overall. Around 150,000 students are studying undergraduate level courses. Over the last decade, major policy changes have impacted on UK higher education. Following the recommendations of the National Committee of Inquiry into Higher Education (Dearing Report, 1997) and the establishment作者: 明確 時間: 2025-3-26 17:46
https://doi.org/10.1007/978-3-319-97514-6 a module with students completing the Master of Information in Technology Education at the University of Hong Kong. A series of rich assessment tasks are used where students compose elements of group and individual tasks to construct their own knowledge in a social context to produce quality learni作者: SMART 時間: 2025-3-26 21:12
Steve FranklandA collection of evidence-informed practices for enhancing Teaching and Learning across disciplines.Contains current assessment issues with international perspectives.Contains effective innovations in 作者: GREEN 時間: 2025-3-27 04:31 作者: Consequence 時間: 2025-3-27 06:32 作者: CREEK 時間: 2025-3-27 11:50 作者: 寒冷 時間: 2025-3-27 17:33
Implementing Criterion-Referenced Assessmentwere conducted with 14 staff members of an academic department of a university in Hong Kong. All of them have used the SOLO taxonomy for at least a year. Results show that teachers find the SOLO taxonomy helpful because it provides a framework for all staff members to follow. It also provides a comm作者: Nomadic 時間: 2025-3-27 19:04
Reinforcing Formative and Summative Assessmentel of a new graduate, students during the first 2 years of their study have only minimal knowledge at the assessed level, and score around 10-20% with most questions eliciting a ‘Don‘t know‘ response. To provide more information about what our students have learned in the first 2 years, we developed作者: 污點 時間: 2025-3-28 01:20 作者: OFF 時間: 2025-3-28 04:11 作者: optional 時間: 2025-3-28 08:31 作者: 輕浮女 時間: 2025-3-28 13:11
Designing Multiple Assessment Methods of content subjects taken by first-year and third-year BA undergraduates. Specifically, the paper examines students‘ approaches to and attitudes towards OCLA and evaluates the effectiveness of OCLA in addressing subject objectives from the student and teacher perspectives. Findings obtained from fo作者: Infelicity 時間: 2025-3-28 16:23
Reviewing Outcome-based Assessment and Implementation issues0 students overall. Around 150,000 students are studying undergraduate level courses. Over the last decade, major policy changes have impacted on UK higher education. Following the recommendations of the National Committee of Inquiry into Higher Education (Dearing Report, 1997) and the establishment作者: 充足 時間: 2025-3-28 21:52
Making Use of Technology in Assessment a module with students completing the Master of Information in Technology Education at the University of Hong Kong. A series of rich assessment tasks are used where students compose elements of group and individual tasks to construct their own knowledge in a social context to produce quality learni作者: 社團 時間: 2025-3-29 02:04 作者: consolidate 時間: 2025-3-29 04:38