Enviar pesquisa
Carregar
Assessment
•
Transferir como PPT, PDF
•
0 gostou
•
610 visualizações
NewportCELT
Seguir
Educação
Tecnologia
Denunciar
Compartilhar
Denunciar
Compartilhar
1 de 13
Baixar agora
Recomendados
PGCertHE Chapter 5: Developing Good Practice in Assessment
PGCertHE Chapter 5: Developing Good Practice in Assessment
NewportCELT
Developing professional practice ch 4
Developing professional practice ch 4
NewportCELT
Assignment 2 briefing powerpoint
Assignment 2 briefing powerpoint
littlemissstina
A self study guide on assessment produced by the Centre for Excellence in Learning and Teaching at the University of Wales Newport
Assessment
Assessment
NewportCELT
The Writing Initiative focuses on assuring quality in students’ writing through assessment and intervention. The final exam represents one course-level assessment in which faculty play a key role in measuring students’ writing ability.
Examining the exam
Examining the exam
DonnaOti
Action research
Action research
NewportCELT
Developing professional practice ch3
Developing professional practice ch3
NewportCELT
Purposeful portfolios
Purposeful portfolios
greuler
Recomendados
PGCertHE Chapter 5: Developing Good Practice in Assessment
PGCertHE Chapter 5: Developing Good Practice in Assessment
NewportCELT
Developing professional practice ch 4
Developing professional practice ch 4
NewportCELT
Assignment 2 briefing powerpoint
Assignment 2 briefing powerpoint
littlemissstina
A self study guide on assessment produced by the Centre for Excellence in Learning and Teaching at the University of Wales Newport
Assessment
Assessment
NewportCELT
The Writing Initiative focuses on assuring quality in students’ writing through assessment and intervention. The final exam represents one course-level assessment in which faculty play a key role in measuring students’ writing ability.
Examining the exam
Examining the exam
DonnaOti
Action research
Action research
NewportCELT
Developing professional practice ch3
Developing professional practice ch3
NewportCELT
Purposeful portfolios
Purposeful portfolios
greuler
For TWTI Fall 2011 - originally done for 2009 PD sessions at Mohawk College
Intro to rubrics
Intro to rubrics
Mohawk College
A PowerPoint presentation for EDU 652 regarding the best practices for creating surveys and tests.
Surveys and tests, colleen kelly
Surveys and tests, colleen kelly
Colleen Kelly
Professor Michele Pistone, Villanova University, shares her insights on assessment for legal education, including formative and summative assessment. She explains the difference between formative and summative assessments and the components of effective assessment tools. For more information about online learning, visit, Legaledweb.com and You tube/ LegalED.
Assessment: Putting Learning to Work
Assessment: Putting Learning to Work
Michele Pistone
ASSESSMENT LEARNING II
5.4 STAGES IN IMPLEMENTING PORTFOLIO ASSESSMENT
5.4 STAGES IN IMPLEMENTING PORTFOLIO ASSESSMENT
Rhea Dulla
An evaluation form that will help you to evaluate a new teachers' demonstration
Evaluation of Teaching Demonstration
Evaluation of Teaching Demonstration
Hansala Indrachapa
The four UK HE funding bodies held two events in September 2017 to seek early views from the sector on aspects of a national feedback survey for taught postgraduate students on which we intend to consult formally in early 2018.
Initial consultation event: Timing and publication
Initial consultation event: Timing and publication
Higher Education Funding Council for England
#HEASTEM16 talk looking at using infographics with peer-assessment adaptive comparative judgement, and self-assessment. Slide relating to student grades removed cf presentation version.
Developing Conceptual Understanding Through Alternative Assessment
Developing Conceptual Understanding Through Alternative Assessment
Katherine Haxton
Presented at Variety in Chemistry Education in 2012, this covers the use of screencast presentations in 1st year chemistry teaching
Taking the Timetable Out of Oral Presentations
Taking the Timetable Out of Oral Presentations
Katherine Haxton
The four UK HE funding bodies held two events in September 2017 to seek early views from the sector on aspects of a national feedback survey for taught postgraduate students on which we intend to consult formally in early 2018.
Initial consultation event: Content workshop
Initial consultation event: Content workshop
Higher Education Funding Council for England
Academic counselling in IGNOU
Academic counselling in IGNOU
skishoredr1
Jennifer Imazeki, Economics Scaffolded Writing and Reviewing in the Disciplines(SWoRD) is a web-based peer-review system. One of the primary innovations of SWoRD, relative to other peer review tools, is the scoring algorithm through which peer review scores are converted into student grades for both writing and reviewing. In this session, I will discuss my experience with SWoRD, which I used in Spring 2011 for an upper-division writing course for economics majors, replacing my previous system of ‘manual’ peer review (i.e., students swapping papers)
Peer review in an economics writing course: the Pen is still mightier than th...
Peer review in an economics writing course: the Pen is still mightier than th...
Course Design Institute and pICT SDSU
SUSLA IE Process: Writing Assessment Results
SUSLA IE Process: Writing Assessment Results
SUSLA IE Process: Writing Assessment Results
Cleopatra Allen
Nss 2014 uog launch presentation
Nss 2014 uog launch presentation
Emma Black
2010 Summer Design Academy presentation
Design qualities of context
Design qualities of context
East Central ISD
Topic: Reporting to Stakeholders Student Name: Siraj ul-Haque Class: B.Ed. Hons Elementary Part (II) Project Name: “Young Teachers' Professional Development (TPD)" "Project Founder: Prof. Dr. Amjad Ali Arain Faculty of Education, University of Sindh, Pakistan
Reporting to Stakeholders
Reporting to Stakeholders
Dr. Amjad Ali Arain
Calamity & Creativity in Chemistry: Alternative Assessment to Promote Information Literacy Presented at the RSC Teaching Fellow's meeting in Liverpool, September 2014.
Calamity & Creativity in Chemistry
Calamity & Creativity in Chemistry
Katherine Haxton
Presented for the Assessment Symposia for Wichita State University Libraries.
Assessing Student Learning
Assessing Student Learning
Melissa Mallon
A Guide to Completing the National Student Survey 2014
A Guide to Completing the National Student Survey 2014
A Guide to Completing the National Student Survey 2014
Emma Black
Differentiation
Differentiation
Kelly Feimster
Peer assessment in CSCL: Original article: Formative peer assessment in a CSCL environment: a case study Frans J. Prins*, Dominique M. A. Sluijsmans, Paul A. Kirschner and Jan-Willem Strijbos Assessment & Evaluation in Higher Education Vol. 30, No. 4, August 2005, pp. 417–444
Peer Assessment in CSCL
Peer Assessment in CSCL
Phillip Sim
Approaches to teaching
Approaches to teaching
NewportCELT
This presentation is part of a workshop in the PGCert Developing Professional Practice in Higher Education run by the Centre for Excellence in Learning and Teaching at the University of Wales, Newport. This presentation was delivered by Rachel Stubley in the afternoon of Friday 9th October 2009 on the Allt-Yr-Yn Campus of the University of Wales, Newport.
Introduction to Action Research
Introduction to Action Research
NewportCELT
Mais conteúdo relacionado
Mais procurados
For TWTI Fall 2011 - originally done for 2009 PD sessions at Mohawk College
Intro to rubrics
Intro to rubrics
Mohawk College
A PowerPoint presentation for EDU 652 regarding the best practices for creating surveys and tests.
Surveys and tests, colleen kelly
Surveys and tests, colleen kelly
Colleen Kelly
Professor Michele Pistone, Villanova University, shares her insights on assessment for legal education, including formative and summative assessment. She explains the difference between formative and summative assessments and the components of effective assessment tools. For more information about online learning, visit, Legaledweb.com and You tube/ LegalED.
Assessment: Putting Learning to Work
Assessment: Putting Learning to Work
Michele Pistone
ASSESSMENT LEARNING II
5.4 STAGES IN IMPLEMENTING PORTFOLIO ASSESSMENT
5.4 STAGES IN IMPLEMENTING PORTFOLIO ASSESSMENT
Rhea Dulla
An evaluation form that will help you to evaluate a new teachers' demonstration
Evaluation of Teaching Demonstration
Evaluation of Teaching Demonstration
Hansala Indrachapa
The four UK HE funding bodies held two events in September 2017 to seek early views from the sector on aspects of a national feedback survey for taught postgraduate students on which we intend to consult formally in early 2018.
Initial consultation event: Timing and publication
Initial consultation event: Timing and publication
Higher Education Funding Council for England
#HEASTEM16 talk looking at using infographics with peer-assessment adaptive comparative judgement, and self-assessment. Slide relating to student grades removed cf presentation version.
Developing Conceptual Understanding Through Alternative Assessment
Developing Conceptual Understanding Through Alternative Assessment
Katherine Haxton
Presented at Variety in Chemistry Education in 2012, this covers the use of screencast presentations in 1st year chemistry teaching
Taking the Timetable Out of Oral Presentations
Taking the Timetable Out of Oral Presentations
Katherine Haxton
The four UK HE funding bodies held two events in September 2017 to seek early views from the sector on aspects of a national feedback survey for taught postgraduate students on which we intend to consult formally in early 2018.
Initial consultation event: Content workshop
Initial consultation event: Content workshop
Higher Education Funding Council for England
Academic counselling in IGNOU
Academic counselling in IGNOU
skishoredr1
Jennifer Imazeki, Economics Scaffolded Writing and Reviewing in the Disciplines(SWoRD) is a web-based peer-review system. One of the primary innovations of SWoRD, relative to other peer review tools, is the scoring algorithm through which peer review scores are converted into student grades for both writing and reviewing. In this session, I will discuss my experience with SWoRD, which I used in Spring 2011 for an upper-division writing course for economics majors, replacing my previous system of ‘manual’ peer review (i.e., students swapping papers)
Peer review in an economics writing course: the Pen is still mightier than th...
Peer review in an economics writing course: the Pen is still mightier than th...
Course Design Institute and pICT SDSU
SUSLA IE Process: Writing Assessment Results
SUSLA IE Process: Writing Assessment Results
SUSLA IE Process: Writing Assessment Results
Cleopatra Allen
Nss 2014 uog launch presentation
Nss 2014 uog launch presentation
Emma Black
2010 Summer Design Academy presentation
Design qualities of context
Design qualities of context
East Central ISD
Topic: Reporting to Stakeholders Student Name: Siraj ul-Haque Class: B.Ed. Hons Elementary Part (II) Project Name: “Young Teachers' Professional Development (TPD)" "Project Founder: Prof. Dr. Amjad Ali Arain Faculty of Education, University of Sindh, Pakistan
Reporting to Stakeholders
Reporting to Stakeholders
Dr. Amjad Ali Arain
Calamity & Creativity in Chemistry: Alternative Assessment to Promote Information Literacy Presented at the RSC Teaching Fellow's meeting in Liverpool, September 2014.
Calamity & Creativity in Chemistry
Calamity & Creativity in Chemistry
Katherine Haxton
Presented for the Assessment Symposia for Wichita State University Libraries.
Assessing Student Learning
Assessing Student Learning
Melissa Mallon
A Guide to Completing the National Student Survey 2014
A Guide to Completing the National Student Survey 2014
A Guide to Completing the National Student Survey 2014
Emma Black
Differentiation
Differentiation
Kelly Feimster
Peer assessment in CSCL: Original article: Formative peer assessment in a CSCL environment: a case study Frans J. Prins*, Dominique M. A. Sluijsmans, Paul A. Kirschner and Jan-Willem Strijbos Assessment & Evaluation in Higher Education Vol. 30, No. 4, August 2005, pp. 417–444
Peer Assessment in CSCL
Peer Assessment in CSCL
Phillip Sim
Mais procurados
(20)
Intro to rubrics
Intro to rubrics
Surveys and tests, colleen kelly
Surveys and tests, colleen kelly
Assessment: Putting Learning to Work
Assessment: Putting Learning to Work
5.4 STAGES IN IMPLEMENTING PORTFOLIO ASSESSMENT
5.4 STAGES IN IMPLEMENTING PORTFOLIO ASSESSMENT
Evaluation of Teaching Demonstration
Evaluation of Teaching Demonstration
Initial consultation event: Timing and publication
Initial consultation event: Timing and publication
Developing Conceptual Understanding Through Alternative Assessment
Developing Conceptual Understanding Through Alternative Assessment
Taking the Timetable Out of Oral Presentations
Taking the Timetable Out of Oral Presentations
Initial consultation event: Content workshop
Initial consultation event: Content workshop
Academic counselling in IGNOU
Academic counselling in IGNOU
Peer review in an economics writing course: the Pen is still mightier than th...
Peer review in an economics writing course: the Pen is still mightier than th...
SUSLA IE Process: Writing Assessment Results
SUSLA IE Process: Writing Assessment Results
Nss 2014 uog launch presentation
Nss 2014 uog launch presentation
Design qualities of context
Design qualities of context
Reporting to Stakeholders
Reporting to Stakeholders
Calamity & Creativity in Chemistry
Calamity & Creativity in Chemistry
Assessing Student Learning
Assessing Student Learning
A Guide to Completing the National Student Survey 2014
A Guide to Completing the National Student Survey 2014
Differentiation
Differentiation
Peer Assessment in CSCL
Peer Assessment in CSCL
Destaque
Approaches to teaching
Approaches to teaching
NewportCELT
This presentation is part of a workshop in the PGCert Developing Professional Practice in Higher Education run by the Centre for Excellence in Learning and Teaching at the University of Wales, Newport. This presentation was delivered by Rachel Stubley in the afternoon of Friday 9th October 2009 on the Allt-Yr-Yn Campus of the University of Wales, Newport.
Introduction to Action Research
Introduction to Action Research
NewportCELT
Professors Alan Jenkins (Oxford Brookes University) and Mick Healey (University of Gloucestershire) present to the Higher Education Academy All Wales Research-Teaching Nexus Action Set Conference at Gregynog Hall, 1-2 September 2009. Conference convened by Professor Simon Haslett of the Centre for Excellence in Learning and Teaching at the University of Wales, Newport.
Linking research and teaching in Wales: A Swapshop
Linking research and teaching in Wales: A Swapshop
NewportCELT
Associate Professor Gordon Joughin of the University of Wollongong presentation on the use of oral assessment in Higher Education at a workshop to the Centre of Excellence in Learning and Teaching at the University of Wales, Newport, on Wednesday 7th April 2010.
Oral Assessment Workshop by Dr Gordon Joughin
Oral Assessment Workshop by Dr Gordon Joughin
NewportCELT
Action research
Action research
NewportCELT
Higher Education Academy Research-Teaching Nexus Action Set Workshop held at University of Wales, Trinity St. David's, Carmarthen Campus, on Wednesday 15th September 2010. The workshop was convened by Professor Simon Haslett (University of Wales, Newport) and facilitated by Professor Stuart Hampton-Reeves (University of Central Lancashire).
Undergraduate Research Workshop
Undergraduate Research Workshop
NewportCELT
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.
Assessment in Higher Education
Assessment in Higher Education
NewportCELT
This is Part 2 of the Introduction to the PGCert Developing Professional Practice in Higher Education run by the Centre for Excellence in Learning and Teaching at the University of Wales, Newport. This presentation was delivered by Rachel Stubley and Professor Simon Haslett in the afternoon of Monday 14th September 2009 on the Caerleon Campus of the University of Wales, Newport.
Introduction to Learning and Teaching in Higher Education (Part 2)
Introduction to Learning and Teaching in Higher Education (Part 2)
NewportCELT
Presentation by Professor Simon Haslett and Hefin Rowlands of the University of Wales, Newport, discussing research supervision and links between research and teaching.
Research and Scholarship in Higher Education Learning and Teaching
Research and Scholarship in Higher Education Learning and Teaching
NewportCELT
Destaque
(9)
Approaches to teaching
Approaches to teaching
Introduction to Action Research
Introduction to Action Research
Linking research and teaching in Wales: A Swapshop
Linking research and teaching in Wales: A Swapshop
Oral Assessment Workshop by Dr Gordon Joughin
Oral Assessment Workshop by Dr Gordon Joughin
Action research
Action research
Undergraduate Research Workshop
Undergraduate Research Workshop
Assessment in Higher Education
Assessment in Higher Education
Introduction to Learning and Teaching in Higher Education (Part 2)
Introduction to Learning and Teaching in Higher Education (Part 2)
Research and Scholarship in Higher Education Learning and Teaching
Research and Scholarship in Higher Education Learning and Teaching
Semelhante a Assessment
Assessment for Learning I
Assessment for Learning I
Assessment for Learning I
CALT
Presentation on learning outcomes assessment for library instruction; Duke University Libraries, November 2009.
Assessing for Improvement: learning outcomes assessment for library instruction
Assessing for Improvement: learning outcomes assessment for library instruction
Diane Harvey
Unit v assignment in unit iv, you completed a safety and health
Unit v assignment in unit iv, you completed a safety and health
Unit v assignment in unit iv, you completed a safety and health
BHANU281672
To help you explore ways of developing more powerful learning experiences for your students, I suggest some ideas for each of three components of active learning: Rich Learning Experience, In-Depth Reflective Dialogue, and Information and Ideas. Rich Learning Experiences. As you try to add an experiential component to the learning experience, look for “Rich Learning Experiences.” Certain learning experiences are “rich” because they allow students to acquire several kinds of significant learning simultaneously. What are some ways this can be done? The list below identifies in-class and out-of-class activities that promote multiple kinds of significant learning—all at the same time. In Class: • Debates • Role playing • Simulations • Dramatizations Outside of Class: • Service learning • Situational observations • Authentic projects Action: Identify some learning activities to add to your course that will give students a “Doing” or “Observing” Experience. What “Rich Learning Experiences” are appropriate for your course? In-Depth Reflective Dialogue. Another important ingredient of active learning is giving students time and encouragement to reflect on the meaning of their learning experience. There are various forms of reflective dialogue (See Table 3, next page). One can reflect with oneself (as in writing in a journal or diary) or with others (as in engaging in discussions with a teacher or others). Another key distinction is between substantive writing, in which one writes about a subject (e.g., a typical term paper), and reflective writing, in which one writes about one’s own learning. In reflective writing, students address a different set of questions, such as: What am I learning? What is the value of what I am learning? How am I learning? What else do I need to learn? Information and Ideas. In order to free up some class time for the experiential and reflective activities identified above, you will probably need to explore alternative ways of introducing students to the key information and ideas of the course, i.e., the content. This might involve having them do more reading before they come to class. Or it may mean creating a course-specific website where you put content-related material. Or you can direct students to go to selected websites that have good content related to the course. Action: Other than lectures, what ways can you identify to cause students to get their initial exposure to subject matter and ideas (preferably outside of class)? Step 5. Integration In this INITIAL DESIGN PHASE (Steps 1-4), you have created strong primary components for the design of your course. In order to complete this initial phase, you need to check how well these four components are aligned. Step 5 Worksheet gives a detailed explanation of how these four components can be integrated with each other. Step 5: Integrating Steps 1-4 1. Situational Factors • Assuming you have done a careful, thorough job of reviewing the situational factors, how wel ...
To help you explore ways of developing more powerful learnin.docx
To help you explore ways of developing more powerful learnin.docx
juliennehar
Overview of various summative modes of assessment and their relative advantages and disadvantages
Assessment modes explained - Higher Education
Assessment modes explained - Higher Education
Susan Smith
This provides a general understanding of Assessment, its purpose and use
Assessment (11)
Assessment (11)
JenniferPankowskiBlu
Developing Course-Level Learning Objectives
Developing Course-Level Learning Objectives4.ppt
Developing Course-Level Learning Objectives4.ppt
DwiS30
Class session 3
Class session 3
tjcarter
For TWTI Fall 2011 - originally done for 2009 PD sessions at Mohawk College
Intro to rubrics
Intro to rubrics
Mohawk College
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.
Assessment of learning in the classroom
Assessment of learning in the classroom
jeh20717
OFT - pr5_assessment
OFT - pr5_assessment
Carolyn Kraut
CHAPTER 4 Assessing Student Learning Outcomes
CHAPTER 4 Assessing Student Learning Outcomes.pptx
CHAPTER 4 Assessing Student Learning Outcomes.pptx
RhumJezzCabElp
BHR 3301, Compensation and Benefits 1 Course Description Student will be provided comprehensive knowledge and understanding of the dynamics involved in compensating employees for services rendered in a modern organization. This course focuses on the critical tools and techniques of job analysis, job descriptions, job evaluation, pay surveys, pay structures, pay administration, and required benefits. Course Textbook Milkovich, G. T., Newman, J. M., & Gerhart, B. (2014). Compensation (11th ed.). New York, NY: McGraw-Hill/Irwin. Course Learning Outcomes Upon completion of this course, students should be able to: 1. Explain how to perform a job analysis. 2. Develop a pay survey and a pay structure. 3. Discuss issues involved in determining an organization’s total compensation strategy. 4. Determine differences in compensation opportunities for employees in different jobs and at different levels in the organization. 5. Elaborate on various kinds of pay-for-performance programs and the situations in which such programs may be preferable. 6. Compare strengths, weaknesses, and opportunities for various kinds of performance appraisal programs. 7. Interpret the role of compensation and its influence on employee behavior. 8. Explain the influences of government regulations on compensation practices. 9. Compare and contrast various options to pay plans including team based, executive compensation, and employee benefits, both required and non-required. Credits Upon completion of this course, the students will earn three (3) hours of college credit. Course Structure 1. Unit Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge students should gain upon completion of the unit. 2. Unit Lesson: Each unit contains a Unit Lesson, which discusses unit material. 3. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook. Chapter presentations are provided in each unit study guide as Supplemental Reading to aid students in their course of study. 4. Learning Activity (Non-Graded): This non-graded Learning Activity is provided in Unit IV to aid students in their course of study. 5. Key Terms: Key Terms are intended to guide students in their course of study. Students should pay particular attention to Key Terms as they represent important concepts within the unit material and reading. 6. Unit Assessments: This course contains six Unit Assessments, one to be completed at the end of Units I and III- VII. Assessments are composed of written response questions. 7. Unit Assignments: Students are required to submit for grading Unit Assignments in Units II, IV, V, and VIII. Specific information and instructions regarding these assignments are provided below. Grading rubrics are included with each Assignment. Specific information about accessing these rubrics is provided below. BHR 3301, C ...
BHR 3301, Compensation and Benefits 1 Course Description.docx
BHR 3301, Compensation and Benefits 1 Course Description.docx
AASTHA76
This is a Walden University course: A7 Major Assessment #3: Collaborative Adult Learning Project. It is written in APA format, has been graded by an instructor (A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.
A7: Major Assessment #3: Collaborative Adult Learning Project,
A7: Major Assessment #3: Collaborative Adult Learning Project,
eckchela
Evaluation
Evaluation
Nelly Kamel
How do you select an assignment task?
Assessment in HE webinar 2
Assessment in HE webinar 2
Rachel Forsyth
Online Course Assessment - Part 1
Online Course Assessment Part 1
Online Course Assessment Part 1
drpmcgee
PPT for "Reaching the Summit: Using Assessment to Get You There"
LOTW
LOTW
brandywhitlock
Technology PowerPoint
Chapter 12
Chapter 12
GeorgeWilliams185
Evaluating the curriculum
Evaluating the curriculum
Syamsul Nor Azlan Mohamad
Semelhante a Assessment
(20)
Assessment for Learning I
Assessment for Learning I
Assessing for Improvement: learning outcomes assessment for library instruction
Assessing for Improvement: learning outcomes assessment for library instruction
Unit v assignment in unit iv, you completed a safety and health
Unit v assignment in unit iv, you completed a safety and health
To help you explore ways of developing more powerful learnin.docx
To help you explore ways of developing more powerful learnin.docx
Assessment modes explained - Higher Education
Assessment modes explained - Higher Education
Assessment (11)
Assessment (11)
Developing Course-Level Learning Objectives4.ppt
Developing Course-Level Learning Objectives4.ppt
Class session 3
Class session 3
Intro to rubrics
Intro to rubrics
Assessment of learning in the classroom
Assessment of learning in the classroom
OFT - pr5_assessment
OFT - pr5_assessment
CHAPTER 4 Assessing Student Learning Outcomes.pptx
CHAPTER 4 Assessing Student Learning Outcomes.pptx
BHR 3301, Compensation and Benefits 1 Course Description.docx
BHR 3301, Compensation and Benefits 1 Course Description.docx
A7: Major Assessment #3: Collaborative Adult Learning Project,
A7: Major Assessment #3: Collaborative Adult Learning Project,
Evaluation
Evaluation
Assessment in HE webinar 2
Assessment in HE webinar 2
Online Course Assessment Part 1
Online Course Assessment Part 1
LOTW
LOTW
Chapter 12
Chapter 12
Evaluating the curriculum
Evaluating the curriculum
Mais de NewportCELT
Inclusive cirriculum audio 2012
Inclusive cirriculum audio 2012
NewportCELT
New to HE? Here's a guide to support you in planning for learning.
Planning for learning in he
Planning for learning in he
NewportCELT
Managing learning
Managing learning
NewportCELT
Planning for learning
Planning for learning
NewportCELT
Pg Cert HE Chapter 3 October 2010
Pg Cert HE Chapter 3 October 2010
NewportCELT
Gary Pritchard Strengths Based Learning
Gary Pritchard Strengths Based Learning
NewportCELT
Developing professional practice Ch2
Developing professional practice Ch2
NewportCELT
Pg cert chapter2
Pg cert chapter2
NewportCELT
Davies, H.L., Haslett, S.K., Mullins, G.L., O'Gorman, M.P. and Smith, J.S. 1991. An integrated palynological and micropalaeontological investigation of selected cretaceous/tertiary boundary sections from western Europe and north Africa. MSc Thesis: University of Southampton.
An integrated palynological and micropalaeontological investigation of select...
An integrated palynological and micropalaeontological investigation of select...
NewportCELT
Presentation by Professor Simon Haslett to the Partnership Conference 'Transition and Progression through Further Education into Higher Education' at the University of Wales, Newport, on Tuesday 27th April 2010. Professor Haslett is Director of the Centre for Excellence in Learning and Teaching at the University of Wales, Newport.
SoLT and PedR: spicing up learning and teaching in Higher Education.
SoLT and PedR: spicing up learning and teaching in Higher Education.
NewportCELT
Notes and media guide by Charles Buckely (Bangor University) and Simon Haslett (University of Wales, Newport) of the Higher Education Academy All Wales Research-Teaching Nexus Action Set Workshop held at Gregynog Hall, 1-2 September 2009.
Notes from Gregynog HEA Research-Teaching Nexus Action Set Workshop (Sept 2009)
Notes from Gregynog HEA Research-Teaching Nexus Action Set Workshop (Sept 2009)
NewportCELT
Presentation by Dr Madeleine Mattarozzi Laming of the Australian Catholic University, Melbourne, to the Centre for Excellence in Learning and Teaching (CELT) at the University of Wales, Newport, on Friday 5th March 2010. Introduced by the CELT Director, Professor Simon Haslett.
Integrating Curriculum, Pedagogy & Graduate Attributes
Integrating Curriculum, Pedagogy & Graduate Attributes
NewportCELT
Professors Alan Jenkins (Oxford Brookes University) and Mick Healey (University of Gloucestershire) present to the Higher Education Academy All Wales Research-Teaching Nexus Action Set Conference at Gregynog Hall, 1-2 September 2009. Conference convened by Professor Simon Haslett of the Centre for Excellence in Learning and Teaching at the University of Wales, Newport.
Strategies for Developing & Supporting Pedagogic Research & Scholarship of Te...
Strategies for Developing & Supporting Pedagogic Research & Scholarship of Te...
NewportCELT
Professors Alan Jenkins (Oxford Brookes University) and Mick Healey (University of Gloucestershire) present Session 1 to the Higher Education Academy All Wales Research-Teaching Nexus Action Set Conference at Gregynog Hall, 1-2 September 2009 (near Newtown, Powys, Wales, UK). Session is introduced by the conference convenor Professor Simon Haslett of the Centre for Excellence in Learning and Teaching at the University of Wales, Newport (to skip introduction move to slide 2).
Issues in Linking Teaching and Discipline Based Research: Disciplinary and De...
Issues in Linking Teaching and Discipline Based Research: Disciplinary and De...
NewportCELT
Dr Nicola Woods of the University of Wales, Newport, presentation on the PGCert Developing Professional Practice in Higher Education in the Centre for Excellence in Learning and Teaching (CELT) on 20th January 2010.
Culture, Communication And Customs Of Learning
Culture, Communication And Customs Of Learning
NewportCELT
Presentation by Professor Simon Haslett, Director of the Centre for Excellence in Learning and Teaching at the University of Wales, Newport, to the joint Quality Assurance Agency (QAA) and Higher Education Academy (HEA) Conference "Quality Assurance and Enhancement in Wales - a Changing Picture?" at the Metropole Hotel, Llandrindod Wells on Friday 23rd October 2009.
Enhancing quality through research-informed teaching: role of the Newport CELT
Enhancing quality through research-informed teaching: role of the Newport CELT
NewportCELT
This presentation is part of a workshop in the PGCert Developing Professional Practice in Higher Education run by the Centre for Excellence in Learning and Teaching at the University of Wales, Newport. This presentation was delivered by Rachel Stubley on the morning of Friday 9th October 2009 on the Allt-Yr-Yn Campus of the University of Wales, Newport.
Principles of Learning and Teaching (in Higher Education)
Principles of Learning and Teaching (in Higher Education)
NewportCELT
Mais de NewportCELT
(17)
Inclusive cirriculum audio 2012
Inclusive cirriculum audio 2012
Planning for learning in he
Planning for learning in he
Managing learning
Managing learning
Planning for learning
Planning for learning
Pg Cert HE Chapter 3 October 2010
Pg Cert HE Chapter 3 October 2010
Gary Pritchard Strengths Based Learning
Gary Pritchard Strengths Based Learning
Developing professional practice Ch2
Developing professional practice Ch2
Pg cert chapter2
Pg cert chapter2
An integrated palynological and micropalaeontological investigation of select...
An integrated palynological and micropalaeontological investigation of select...
SoLT and PedR: spicing up learning and teaching in Higher Education.
SoLT and PedR: spicing up learning and teaching in Higher Education.
Notes from Gregynog HEA Research-Teaching Nexus Action Set Workshop (Sept 2009)
Notes from Gregynog HEA Research-Teaching Nexus Action Set Workshop (Sept 2009)
Integrating Curriculum, Pedagogy & Graduate Attributes
Integrating Curriculum, Pedagogy & Graduate Attributes
Strategies for Developing & Supporting Pedagogic Research & Scholarship of Te...
Strategies for Developing & Supporting Pedagogic Research & Scholarship of Te...
Issues in Linking Teaching and Discipline Based Research: Disciplinary and De...
Issues in Linking Teaching and Discipline Based Research: Disciplinary and De...
Culture, Communication And Customs Of Learning
Culture, Communication And Customs Of Learning
Enhancing quality through research-informed teaching: role of the Newport CELT
Enhancing quality through research-informed teaching: role of the Newport CELT
Principles of Learning and Teaching (in Higher Education)
Principles of Learning and Teaching (in Higher Education)
Último
How Bosna and Herzegovina prepares for CBAM
Key note speaker Neum_Admir Softic_ENG.pdf
Key note speaker Neum_Admir Softic_ENG.pdf
Admir Softic
Here is the slide show presentation from the Pre-Deployment Brief for HMCS Max Bernays from May 8th, 2024.
HMCS Max Bernays Pre-Deployment Brief (May 2024).pptx
HMCS Max Bernays Pre-Deployment Brief (May 2024).pptx
Esquimalt MFRC
Here is the slideshow presentation from the HMCS Vancouver Pre-Deployment Brief on May 9th, 2024.
HMCS Vancouver Pre-Deployment Brief - May 2024 (Web Version).pptx
HMCS Vancouver Pre-Deployment Brief - May 2024 (Web Version).pptx
marlenawright1
Foster students' wonder and curiosity about infinity. The "mathematical concepts of the infinite can do much to engage and propel our thinking about God” Bradley & Howell, p. 56.
This PowerPoint helps students to consider the concept of infinity.
This PowerPoint helps students to consider the concept of infinity.
christianmathematics
Numerical on HEV
Application orientated numerical on hev.ppt
Application orientated numerical on hev.ppt
RamjanShidvankar
Brief pharmacology of Remifentanil
REMIFENTANIL: An Ultra short acting opioid.pptx
REMIFENTANIL: An Ultra short acting opioid.pptx
Dr. Ravikiran H M Gowda
This presentation is from the Paper 210A: Research Project Writing: Dissertation Writing and I choose the topic Beyond Borders: Understanding Anime and Manga Fandom: A Comprehensive Audience Analysis.
Beyond_Borders_Understanding_Anime_and_Manga_Fandom_A_Comprehensive_Audience_...
Beyond_Borders_Understanding_Anime_and_Manga_Fandom_A_Comprehensive_Audience_...
Pooja Bhuva
𝐋𝐞𝐬𝐬𝐨𝐧 𝐎𝐮𝐭𝐜𝐨𝐦𝐞𝐬: -Discern accommodations and modifications within inclusive classroom environments, distinguishing between their respective roles and applications. -Through critical analysis of hypothetical scenarios, learners will adeptly select appropriate accommodations and modifications, honing their ability to foster an inclusive learning environment for students with disabilities or unique challenges.
Understanding Accommodations and Modifications
Understanding Accommodations and Modifications
MJDuyan
Wizards are very useful for creating a good user experience. In all businesses, interactive sessions are most beneficial. To improve the user experience, wizards in Odoo provide an interactive session. For creating wizards, we can use transient models or abstract models. This gives features of a model class except the data storing. Transient and abstract models have permanent database persistence. For them, database tables are made, and the records in such tables are kept until they are specifically erased.
How to Create and Manage Wizard in Odoo 17
How to Create and Manage Wizard in Odoo 17
Celine George
The pricing and discounting feature is very essential for Odoo POS. Global discount is actually a discount that will apply to the entire order. And it indicates that the discount is applied to every item in the order, regardless of how much each item costs separately. This slide will show how to manage global discounts in odoo 17 POS.
How to Manage Global Discount in Odoo 17 POS
How to Manage Global Discount in Odoo 17 POS
Celine George
People are more triggered by positive news than negative news. Audience does not want to hear, read or receive any kind of bad news. So these slides show how to convey negative news to someone without affecting their emotions.
COMMUNICATING NEGATIVE NEWS - APPROACHES .pptx
COMMUNICATING NEGATIVE NEWS - APPROACHES .pptx
annathomasp01
Plant propagation: Sexual and Asexual propagation
Plant propagation: Sexual and Asexual propapagation.pptx
Plant propagation: Sexual and Asexual propapagation.pptx
UmeshTimilsina1
national learning camp 2024
2024-NATIONAL-LEARNING-CAMP-AND-OTHER.pptx
2024-NATIONAL-LEARNING-CAMP-AND-OTHER.pptx
MaritesTamaniVerdade
https://app.box.com/s/x7vf0j7xaxl2hlczxm3ny497y4yto33i
80 ĐỀ THI THỬ TUYỂN SINH TIẾNG ANH VÀO 10 SỞ GD – ĐT THÀNH PHỐ HỒ CHÍ MINH NĂ...
80 ĐỀ THI THỬ TUYỂN SINH TIẾNG ANH VÀO 10 SỞ GD – ĐT THÀNH PHỐ HỒ CHÍ MINH NĂ...
Nguyen Thanh Tu Collection
Wednesday 20 March 2024, 09:30-15:30.
Towards a code of practice for AI in AT.pptx
Towards a code of practice for AI in AT.pptx
Jisc
38 K-12 educators from North Carolina public schools
On National Teacher Day, meet the 2024-25 Kenan Fellows
On National Teacher Day, meet the 2024-25 Kenan Fellows
Mebane Rash
FSB Advising Checklist
FSB Advising Checklist - Orientation 2024
FSB Advising Checklist - Orientation 2024
Elizabeth Walsh
Wednesday 20 March 2024, 09:30-15:30
Wellbeing inclusion and digital dystopias.pptx
Wellbeing inclusion and digital dystopias.pptx
Jisc
This presentation is from the Paper 209: Research Methodology and I choose the topic Interdisciplinary Insights: Data Collection Methods.
Interdisciplinary_Insights_Data_Collection_Methods.pptx
Interdisciplinary_Insights_Data_Collection_Methods.pptx
Pooja Bhuva
This presentation is from the Paper 208: Comparative Literature & Translation Studies, Unit 3: A.K. Ramanujan, “On Translating a Tamil Poem”, Collected Essays of A.K. Ramanujan, ed Vinay Dharwadkar. Oxford University Press, 1999 and I choose the topic Comparative Literature in the Digital Age.
On_Translating_a_Tamil_Poem_by_A_K_Ramanujan.pptx
On_Translating_a_Tamil_Poem_by_A_K_Ramanujan.pptx
Pooja Bhuva
Último
(20)
Key note speaker Neum_Admir Softic_ENG.pdf
Key note speaker Neum_Admir Softic_ENG.pdf
HMCS Max Bernays Pre-Deployment Brief (May 2024).pptx
HMCS Max Bernays Pre-Deployment Brief (May 2024).pptx
HMCS Vancouver Pre-Deployment Brief - May 2024 (Web Version).pptx
HMCS Vancouver Pre-Deployment Brief - May 2024 (Web Version).pptx
This PowerPoint helps students to consider the concept of infinity.
This PowerPoint helps students to consider the concept of infinity.
Application orientated numerical on hev.ppt
Application orientated numerical on hev.ppt
REMIFENTANIL: An Ultra short acting opioid.pptx
REMIFENTANIL: An Ultra short acting opioid.pptx
Beyond_Borders_Understanding_Anime_and_Manga_Fandom_A_Comprehensive_Audience_...
Beyond_Borders_Understanding_Anime_and_Manga_Fandom_A_Comprehensive_Audience_...
Understanding Accommodations and Modifications
Understanding Accommodations and Modifications
How to Create and Manage Wizard in Odoo 17
How to Create and Manage Wizard in Odoo 17
How to Manage Global Discount in Odoo 17 POS
How to Manage Global Discount in Odoo 17 POS
COMMUNICATING NEGATIVE NEWS - APPROACHES .pptx
COMMUNICATING NEGATIVE NEWS - APPROACHES .pptx
Plant propagation: Sexual and Asexual propapagation.pptx
Plant propagation: Sexual and Asexual propapagation.pptx
2024-NATIONAL-LEARNING-CAMP-AND-OTHER.pptx
2024-NATIONAL-LEARNING-CAMP-AND-OTHER.pptx
80 ĐỀ THI THỬ TUYỂN SINH TIẾNG ANH VÀO 10 SỞ GD – ĐT THÀNH PHỐ HỒ CHÍ MINH NĂ...
80 ĐỀ THI THỬ TUYỂN SINH TIẾNG ANH VÀO 10 SỞ GD – ĐT THÀNH PHỐ HỒ CHÍ MINH NĂ...
Towards a code of practice for AI in AT.pptx
Towards a code of practice for AI in AT.pptx
On National Teacher Day, meet the 2024-25 Kenan Fellows
On National Teacher Day, meet the 2024-25 Kenan Fellows
FSB Advising Checklist - Orientation 2024
FSB Advising Checklist - Orientation 2024
Wellbeing inclusion and digital dystopias.pptx
Wellbeing inclusion and digital dystopias.pptx
Interdisciplinary_Insights_Data_Collection_Methods.pptx
Interdisciplinary_Insights_Data_Collection_Methods.pptx
On_Translating_a_Tamil_Poem_by_A_K_Ramanujan.pptx
On_Translating_a_Tamil_Poem_by_A_K_Ramanujan.pptx
Assessment
1.
Presentation Title Example
Author: Simon Haslett 15 th October 2009 Post Graduate Certificate: developing professional practice in HE Topic Developing Good Practice in Assessment
2.
3.
4.
5.
6.
4: The assessment
process
7.
8.
9.
10.
11.
12.
13.
Baixar agora