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Towards Assessment for Learning in Higher Education: engaging students in assessment and feedback processes
Towards Assessment for Learning in Higher Education: engaging students in assessment and feedback processes
"How can we design assessment tasks, so they inspire our students to learn? How can we use assessment to enthuse our learners, and keep them engaged? What are the processes which underpin effective feedback and what are some of the barriers and challenges we face in helping students’ uptake of feedback? How can we approach feedback so that it is meaningful and useful to students, but manageable for ourselves? How far and in what ways do we involve students in the process of evaluative judgment, so they learn to see how they are going while they are working on tasks? These are some of the questions and issues that were explored and discussed in this interactive seminar on engaging students in assessment and feedback processes. Participants who attended this: Explored key principles underpinning the design of Assessment for Learning (AfL) in Higher Education (Sambell et al, 2013), which include assessment for and as learning; Discussed the benefits, challenges and strategies colleagues in different disciplines use to engage learners as productively as possible in assessment and feedback processes; Gained access to practical AfL resources, shared ideas with each other and considered pragmatic tactics to develop students’ assessment and feedback literacy."
·mtuireland.sharepoint.com·
Towards Assessment for Learning in Higher Education: engaging students in assessment and feedback processes
Why peer discussion improves student performance on in-class concept questions
Why peer discussion improves student performance on in-class concept questions
When students answer an in-class conceptual question individually using clickers, discuss it with their neighbors, and then revote on the same question, the percentage of correct answers typically increases. This outcome could result from gains in understanding during discussion, or simply from peer …
·pubmed.ncbi.nlm.nih.gov·
Why peer discussion improves student performance on in-class concept questions
Research-Based Teaching Strategies - Class Discussion
Research-Based Teaching Strategies - Class Discussion
"Designing and managing in-class discussions is more challenging than the pause procedure or minute paper, but there is convincing evidence that collaborative learning works. This session will model an in-class discussion and discuss some of the evidence that supports this strategy."
·mtuireland.sharepoint.com·
Research-Based Teaching Strategies - Class Discussion
Research-Based Teaching Strategies - Class Discussion
Research-Based Teaching Strategies - Class Discussion
"Designing and managing in-class discussions is more challenging than the pause procedure or minute paper, but there is convincing evidence that collaborative learning works. This session will model an in-class discussion and discuss some of the evidence that supports this strategy."
·mtuireland.sharepoint.com·
Research-Based Teaching Strategies - Class Discussion
Cooperative Learning: Improving university instruction by basing practice on validated theory
Cooperative Learning: Improving university instruction by basing practice on validated theory
Cooperative learning is an example of how theory validated by research may be applied to instructional practice. The major theoretical base for...
·researchgate.net·
Cooperative Learning: Improving university instruction by basing practice on validated theory
THE POWER OF USING PAUSE PROCEDURE DURING ACCOUNTING LECTURE: AN ACTION RESEARCH STUDY
THE POWER OF USING PAUSE PROCEDURE DURING ACCOUNTING LECTURE: AN ACTION RESEARCH STUDY
This study is a quantitative approach to unravel the effect of pause procedure on two dependent variables (student performance and student...
This study is a quantitative approach to unravel the effect of pause procedure on two dependent variables (student performance and student satisfaction). The purpose of this action research study is to explore two aspects: Do students in accounting class where the pause procedure is applied (experimental group) perform better compared to another accounting class (control group) where pause procedure is not employed? Do students in accounting class where instructor uses pause (experimental group), experience greater course and teaching satisfaction compared to the students of (control group) where pause was not utilized? The results of this study is quite staggering, as findings indicate that in accounting class where instructor gave two eight minute pauses during each ninety minute lecture, showed greater student performance and satisfaction compared to control group where pause procedure was not employed. Therefore, this study provides strong support for incorporating strategic pauses during accounting lectures to enhance student satisfaction and overall class performance.
·researchgate.net·
THE POWER OF USING PAUSE PROCEDURE DURING ACCOUNTING LECTURE: AN ACTION RESEARCH STUDY
Research-Based Teaching Strategies - The Pause Procedure & Minute Paper
Research-Based Teaching Strategies - The Pause Procedure & Minute Paper
The pause procedure and minute paper are two simple teaching strategies that can be introduced into any lecture. This session will provide examples of their use in action and point to some evidence of their effectiveness.
·mtuireland.sharepoint.com·
Research-Based Teaching Strategies - The Pause Procedure & Minute Paper
Research-Based Teaching Strategies - The Pause Procedure & Minute Paper
Research-Based Teaching Strategies - The Pause Procedure & Minute Paper
The pause procedure and minute paper are two simple teaching strategies that can be introduced into any lecture. This session will provide examples of their use in action and point to some evidence of their effectiveness.
·mtuireland.sharepoint.com·
Research-Based Teaching Strategies - The Pause Procedure & Minute Paper