Module Design & Enhancement. Assessment Types

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "Module Design & Enhancement. Assessment Types"

Transcription

1 Module Design & Enhancement Assessment Types Author: Feargal Murphy Date: March 2009

2 Assessment One of the most important drivers of student learning is how that learning is assessed and it has been shown that students attitudes towards their studies are strongly affected by the nature and timing of assessment 1 In module descriptors, one of the most important sections for students and coordinators alike is the description of how the expected learning outcomes are going to be measured through assessment. Assessments not only measure achievement of learning outcomes but they also classify or grade student achievement. Well-timed and well-designed assessment can have a powerful impact on how students approach their learning. Early assessment, particularly when it provides students with timely feedback, can encourage them to get down to some serious work, give them an idea of how they are progressing and what indicate they still need to do. Importantly it also gives lecturers an indication of how effective their teaching approaches are in terms of student progress. Effective feedback on work submitted is crucial in helping students learn by pinpointing where they may be going wrong and what they need to do to improve. Listed below are some of the advantages and disadvantages of various assessment techniques. All assessment techniques have disadvantages, and there is no single assessment technique that results in a perfect assessment. Finding the right assessment method depends on what you are really trying to assess in terms of skills or knowledge or understanding. The advantages and disadvantages listed below are presented to help you decide what kinds of assessments could be best suited to measuring the learning outcomes that you have set out for your module. A perceived disadvantage in an assessment strategy might not apply to your particular module because of the way that module is organized. The tables below are merely offered as a guideline in helping you determine the most effective strategy to allow students demonstrate how well they are learning. The information below is dealt with more fully in: Race, P. S. Brown and B. Smith Tips on Assessment. Routledge. 1 Rust, C. (2002) The Impact of Assessment on Student Learning Active Learning in Higher Education, Vol. 3, No. 2, (through UCD Connect)

3 Assessment types: Exams Traditional time constrained unseen exams relatively economical equality of opportunity less chance of plagiarism familiarity to students and staff fixed date forces students to learn often just measures exam technique tests memory sometimes more than understanding no feedback to students as the module is over by exam time can encourage surface learning not a complete picture of a student's performance Open book exams less stress on memories slower writers not penalized measures what students can do with resources not just what the can remember not everyone might have access to the book(s) hard to run in teaching rooms as more desk space is required students not familiar with the system

4 Open notes exams help encourage good note taking not a test of memory or technique students need to get used to the system bad note taking penalized can discourage use of memory needs larger desk space MCQs etc (structured exams) can be very reliable excellent validity as test greater syllabus coverage can show how fast students think can be carried out quickly requires less effort all round can be used to test interpretation and decision skills as well as more basic skills students may be guessing takes skill to design good questions - especially questions to test high level skills needs careful planning to ensure the answer choices are clear risk of hacking risk of impersonators, not always available to students with certain disabilities Vivas/ Oral exams

5 high degree of authenticity good for isolating particular areas or skills good practical experience towards later interview situations not all candidates perform well in vivas the use of the same questions may lead to later candidates being prepared for the questions questions can get tougher as the day goes on can only deal with a narrow range of skills exams are not anonymous Essays familiarity for many students and examiners allow for individual expression can show depth of learning test written communication well examine students ability to form coherent arguments can show breadth of student knowledge and understanding some students may not be able to show their abilities in the essay format due to not having been well trained in essay writing very time consuming to mark objectively 'halo effect': the level of the essay just marked can change expectations of the essay about to be marked essays are time consuming to write and so cannot test all of the syllabus students can be rewarded for simply regurgitating 'all they know' on a topic grading can vary from marker to marker so grades can be subjective Plagiarism can be difficult to detect

6 Reviews and annotated bibliographies good test of students' abilities can stimulate thinking in students as they review and stimulate group work and discussion the material for review may not be available to the student the range of material may vary in relevance and degree of difficulty useful later for students when revising help train for later research activities develop critical skills can expose students to a wide range of material Reports develop a key transferable skill reports can involve a wide range of skills that are otherwise hard to directly assess can be very time consuming for students using the same format and structure for a range of reports may decrease their effectiveness Portfolios

7 can contain evidence of a wide range of skills and attributes Can be very effective in combination with a quick viva exam Portfolios can demonstrate progress in learning looking through portfolios can be time consuming hard to mark objectively authenticity of evidence can sometimes be questioned Portfolios can reflect students' attitudes and individual strengths Presentations no doubt re authenticity of presenter students take presentations seriously can be used for individual or group work questions and answer sessions as follow ups can help develop important skills students learn from their own and everyone else's presentations can be time consuming (especially in a large group) unfamiliarity of our students with giving presentations appeals regarding grading of presentations can be hard to deal with presentations cannot be anonymous students with some disabilities may find presentations difficult Student Projects very good for students in their final UG year aiming towards a research postgrad programme they take a lot of time to assess as well as to supervise they do not all involve the same degree

8 they help students link theories, as well as linking theory and practice they can identify the best students of difficulty as some projects may be more complex than others in the same class there isn't time for a second chance. Posters they add visual dimension to assessment tools which may benefit students not good at traditional assessments there is a possibility of subjectivity in grading they allow for peer to peer interaction students can learn from each other's posters they develop a wide range of key transferable skills Theses individual work, allowing a student to demonstrate their understanding double marking generally used which guarantees quality assessment takes a long time subjectivity may creep in issues of structure and style may overshadow assessment of the work

9 Student Self Assessment Students sometimes waste time while doing assessments trying to figure out what the thought processes of the grader might be. They attempt to deliver what they think the grader wants to hear or read rather than developing their own skills and understanding in completing the assessment. Although the students should be developing critical and analytical skills, they do not apply them to their own work as they feel that their evaluation of their work will be different to the grader, and the grader s evaluation is shrouded in mystery. Involving students in the assessment process eliminates the mystery and empowers the students to get on with actually learning rather than worrying about how their assessment should look. Having students involved in the assessment process can also help cut down on the time lecturers and students have to spend dealing with assessment. Peer assessment can also help students learn better from other student s successes, and weaknesses. A lot of the assessments styles listed above are amenable to peer or self assessment: Presentations, Reports, Essays and Essay Plans, Annotated Bibliographies, Posters, Portfolios can all be assessed by the students. Using student self and peer assessment at first seems daunting, but it can be introduced a little at a time so that you can see its value without feeling that you have lost control of the assessment. It could first be introduced in a non-binding way, where students submitting work are asked to give it a grade as part of the submission process. This can reveal important problems in the student s understanding that need to be addressed but can also identify students who are doing better than they realise! A student who thinks that their essay is worth an A, for instance, but whose essay you think is worth at most a C, may well be underperforming as a result of not realizing what it is they need to do as learners. A few questions can quickly identify what the student is not grasping and the problem can be remedied for later work, leading to improved grades, showing the student the reward possible for putting increased effort into their assessments. This non-binding approach also helps get students used to the idea of self-assessment. As you develop a self or peer assessment strategy, you might consider averaging the self/peer assessment grade with the grade you have assigned to produce a final grade for the piece of work, with negotiations possible where the grades vary a lot. Self and peer assessment can be useful in work where the criteria for marks are clear and simple, so it helps if you are clear on what your own criteria are for an assessment and you can let the students ask questions about the criteria before assessment takes place. The grading and assessing thus become integral parts of the learning process rather than standing apart form it. Students can also be encouraged to respond to some clear questions about their work as they submit it. Simply asking them what they thought was good about their work, what was most difficult about the assignment, or what they would do differently, can help the student reflect on their own work and thus assess it objectively. Where a student s

10 perceptions vary widely for the grader s, then a dialogue can identify and eliminate the misconceptions of the student, again improving the ability to learn. Students sometimes feel that their grade didn t reflect the effort they put into, say, an essay. A grader cannot determine how much time and energy was put into completing an assignment, but the student doing the work can. If students are asked to grade the effort they put into a piece of work, then this can be compared with the grade assigned to the work by the lecturer, and where the effort grade is higher than the awarded grade, students can be encouraged to reflect on the way that the time they put in to the essay was wasted on some unimportant part of the essay or did not lead to a coherent and well structured finished piece. In this way, students can begin to see where they have gone wrong and begin to develop new learning strategies in order to produce better work. The use of Portfolios often needs a degree of self assessment, as students reflect on their progress. This assessment doesn t lead to grades being awarded by the student but marks can be awarded for the insight and depth of the student s self-critical evaluation, thus encouraging a higher degree of awareness in the student of the strengths and weaknesses of their own learning strategies. Introducing an element of self or peer assessment into a module is a challenging and complex task which demands a lot of thought on the part of the coordinators but it can have huge educational pay-offs. It is worthwhile considering how it may become part of the assessments in your modules, and by introducing it gradually you will be able to become comfortable with using it as part of your overall set of assessment strategies.

Reflective Writing. How do you write reflectively? Stages of reflective thinking

Reflective Writing. How do you write reflectively? Stages of reflective thinking Reflective Writing Reflective Writing There are a variety of reasons you might need to write reflectively. When you apply for jobs, undertake self-evaluation at work or whilst studying, or when writing

More information

The Mechanics of Assessment

The Mechanics of Assessment Improving Teaching and Learning The Mechanics of Assessment UTDC Guidelines G3 Improving Teaching and Learning The Mechanics of Assessment 2004 Edition University Teaching Development Centre Victoria University

More information

Organizational Behavior and Leadership (MGT 557) Dr. NASIR AFGHAN. COURSE SYLLABUS MBA Fall Semester 2011

Organizational Behavior and Leadership (MGT 557) Dr. NASIR AFGHAN. COURSE SYLLABUS MBA Fall Semester 2011 Organizational Behavior and Leadership (MGT 557) Dr. NASIR AFGHAN COURSE SYLLABUS MBA Fall Semester 2011 Institute of Business Administration (IBA) 1 Background and Objectives of the course Organizational

More information

In LIT 61: Science Fiction Literature, you will:

In LIT 61: Science Fiction Literature, you will: Syllabus What You Should Already Know There are no prerequisites for this course. You should have a desire to learn, read, think about things in a new way, and explore different ideas about human nature

More information

Credit and Qualification Framework. Assessment Definitions

Credit and Qualification Framework. Assessment Definitions Credit and Qualification Framework Assessment Definitions 1. Case Studies Consideration of a particular, relevant situation or example, selected by the tutor or by learners, which enables learners to apply

More information

b. A handout for your MATESOL Conference presentation

b. A handout for your MATESOL Conference presentation M.A. TESOL Capstone Project Overview: The M.A. TESOL Capstone Project (CP) provides students with an opportunity to demonstrate their in-depth knowledge and practical expertise in a specific area of the

More information

Preparing for an Essay Exam. I. Review course materials and locate course themes.

Preparing for an Essay Exam. I. Review course materials and locate course themes. Preparing for an Essay Exam University of Washington POLS/LSJ/SIS Writing Center Gowen 111; Phone: 206-616-3354 http://depts.washington.edu/pswrite I. Review course materials and locate course themes.

More information

CIVIC AND COMMUNITY LEADERSHIP COACH CERTIFICATION. Overview of the certification criteria and process

CIVIC AND COMMUNITY LEADERSHIP COACH CERTIFICATION. Overview of the certification criteria and process CIVIC AND COMMUNITY LEADERSHIP COACH CERTIFICATION Overview of the certification criteria and process CONTENTS Purpose of the Civic and Community Leadership Coach Certification..................................................

More information

HISTORY OF ART WRITTEN STATEMENT ON ASSESSMENT POLICIES AND PROCEDURES. (for 2013/14 cohort and later)

HISTORY OF ART WRITTEN STATEMENT ON ASSESSMENT POLICIES AND PROCEDURES. (for 2013/14 cohort and later) HISTORY OF ART WRITTEN STATEMENT ON ASSESSMENT POLICIES AND PROCEDURES (for 2013/14 cohort and later) BA Single Subject History of Art; English/ History of Art; History/ History of Art The written explanation

More information

2015 2016 one year courses digital image creation for luxury brands

2015 2016 one year courses digital image creation for luxury brands 2015 2016 one year courses digital image creation for luxury brands undergraduate programmes one year course digital image creation for luxury brands 02 Brief descriptive summary Over the past 78 years

More information

Assessment In ODL. (Handouts)

Assessment In ODL. (Handouts) Assessment In ODL (Handouts) Handout 1 MODES OF ASSESSMENT Matching Exercise 1. This kind of assessment is administered during instruction to find out which learning outcomes learners are handling or which

More information

CLASS PARTICIPATION: MORE THAN JUST RAISING YOUR HAND

CLASS PARTICIPATION: MORE THAN JUST RAISING YOUR HAND STUDENT LEARNING SUPPORT TUTORIAL PRODUCED BY THE CENTER FOR TEACHING AND FACULTY DEVELOPMENT CLASS PARTICIPATION: MORE THAN JUST RAISING YOUR HAND CHAPTER 1: LEARNING THROUGH CLASS PARTICIPATION CLASS

More information

!"#$%&'()"*"++%(*,%-")+.*(#%/"0"#.12"*3

!#$%&'()*++%(*,%-)+.*(#%/0#.12*3 INTERNATIONAL BUSINESS SKILLS COURSEWARE!"#$%&'()"*"++%(*,%")+.*(#%/"0"#.12"*3!!!!!"#$!%&'()*(+,'(!".)+!""#$%&'%#()#*)+,"%("")./&$'%'%#(/" I hear and I Forget I see and I Remember I do and I Understand

More information

MSc in Global Supply Chain and Logistics Management

MSc in Global Supply Chain and Logistics Management School of Business, Management and Economics Department of Business and Management MSc in Global Supply Chain and Logistics Management Course Handbook 2013/14 2013 Entry Table of Contents School of Business,

More information

Quality Care: Foster Care Training - Orientation Trainer s Notes

Quality Care: Foster Care Training - Orientation Trainer s Notes Quality Care: Foster Care Training - Orientation Trainer s Notes Time Resources Method of delivery Learning outcomes Assessment 3 hours Handouts Paper/felt pens Lecture, activity. This module can be presented

More information

SOCI 101: Sociological Perspectives

SOCI 101: Sociological Perspectives SOCI 101: Sociological Perspectives Course Overview This course is an introduction to sociology. Sociology focuses on the interactions among people as individuals, groups, or societies. The purpose of

More information

English 103: Composition and Critical Thinking Fall 2013 Section 1019 (Tuesday/Thursday, 9:35 11 a.m. in GC 160)

English 103: Composition and Critical Thinking Fall 2013 Section 1019 (Tuesday/Thursday, 9:35 11 a.m. in GC 160) English 103: Composition and Critical Thinking Fall 2013 Section 1019 (Tuesday/Thursday, 9:35 11 a.m. in GC 160) Dr. Kimberly Manner Email: mannerke@wlac.edu Office Phone: (310) 287-4551 Student Drop-In

More information

Standards for Quality Online Teaching

Standards for Quality Online Teaching Standard 1 Standards for Quality Online Teaching The teacher plans, designs and incorporates strategies to encourage active learning, interaction, participation and collaboration in the online environment.

More information

Teaching Institutions: Institute of Education, University of London

Teaching Institutions: Institute of Education, University of London PROGRAMME SPECIFICATION MA Higher and Professional Education Awarding body: Institute of Education, University of London Teaching Institutions: Institute of Education, University of London Name of final

More information

2014 2015 one year courses cosmetic and fragrance marketing & management

2014 2015 one year courses cosmetic and fragrance marketing & management 2014 2015 one year courses cosmetic and fragrance marketing & management undergraduate programmes one year course cosmetic and fragrance marketing & management 02 Brief descriptive summary Over the past

More information

Take the Sting Out of the 360 Degree Feedback Process

Take the Sting Out of the 360 Degree Feedback Process Blog Carmen Klann Take the Sting Out of the 360 Degree Feedback Process Everybody agrees with the statement that constructive feedback is very worthwhile and tremendously crucial for every individual and

More information

HCC ONLINE COURSE REVIEW RUBRIC

HCC ONLINE COURSE REVIEW RUBRIC HCC ONLINE COURSE REVIEW RUBRIC Adapted from Maryland Online FIPSE Project and Lake Superior College I. COURSE OVERVIEW AND INTRODUCTION General Review Standard: The overall design of the course, navigational

More information

Phase 1 pilot 2005/6 Intervention. GCU Caledonian Business School Business Management Page 1 of 8. Overview

Phase 1 pilot 2005/6 Intervention. GCU Caledonian Business School Business Management Page 1 of 8. Overview University Department Module Overview Glasgow Caledonian Business school Business Management The Business School has been implementing assessment re-engineering using a variety of technologies, initially

More information

Certificate of Leadership Program.

Certificate of Leadership Program. Certificate of Leadership Program. An initiative with UBC Peer Programs that engages students in a reflective practice through the use of educational technologies with the aims of developing greater awareness

More information

SCHOOL OF ENGLISH, DRAMA AND FILM, UNIVERSITY COLLEGE DUBLIN POLICY ON PLAGIARISM: Information for Students. (Updated June 2013)

SCHOOL OF ENGLISH, DRAMA AND FILM, UNIVERSITY COLLEGE DUBLIN POLICY ON PLAGIARISM: Information for Students. (Updated June 2013) SCHOOL OF ENGLISH, DRAMA AND FILM, UNIVERSITY COLLEGE DUBLIN POLICY ON PLAGIARISM: Information for Students (Updated June 2013) Plagiarism is academic theft and is taken very seriously. It is a breach

More information

POSTGRADUATE PROGRAMME SPECIFICATION

POSTGRADUATE PROGRAMME SPECIFICATION POSTGRADUATE PROGRAMME SPECIFICATION Programme Title: Awarding Body: Institution: Final Awards: Intermediate Awards: Mode of Study UCAS Codes: QAA Subject Benchmarks: JACS Code: Professional/Statutory

More information

COS 160: Course Assessment

COS 160: Course Assessment COS 160: Course Assessment Student Responses from Focus Group Sessions Spring 2005 Office of Academic Assessment University of Southern Maine Spring 2005 Introduction The Computer Science department was

More information

Programme Specification. BA Education Studies. Valid from: Sept 2015 Programme Code: X300

Programme Specification. BA Education Studies. Valid from: Sept 2015 Programme Code: X300 Programme Specification BA Education Studies Valid from: Sept 2015 Programme Code: X300 1 SECTION ONE: GENERAL INFORMATION Programme Title/Joint Honours Subject Title Bachelor of Arts (Honours) in Education

More information

A Guide to Curriculum Development: Purposes, Practices, Procedures

A Guide to Curriculum Development: Purposes, Practices, Procedures A Guide to Curriculum Development: Purposes, Practices, Procedures The purpose of this guide is to provide some general instructions to school districts as staff begin to develop or revise their curriculum

More information

MSc Financial Risk and Investment Analysis

MSc Financial Risk and Investment Analysis School of Business, Management and Economics Department of Business and Management MSc Financial Risk and Investment Analysis Course Handbook 2013/14 2013 Entry Table of Contents School of Business, Management

More information

CAM Diploma (Level 4)

CAM Diploma (Level 4) CAM Diploma (Level 4) 130 Web Analytics and Social Media Monitoring Assignment Brief and Mark Allocation April 2016 Candidates must answer ALL tasks. Business format and presentation is worth 10% of the

More information

Putting It All Together

Putting It All Together 15 Putting It All Together Now that we ve taken a look at all the tools available in Moodle, I want to take a step back and look at the big picture. Moodle has a lot of nifty capabilities, but they are

More information

HIST 499: Senior Seminar in History. Sample Syllabus

HIST 499: Senior Seminar in History. Sample Syllabus HIST 499: Senior Seminar in History Sample Syllabus Instructor: Office location: Office hours: Mailbox: Phone: E-mail: Course Description and Core Objectives HIST 499: Senior Seminar in History is the

More information

MASTER S COURSES FASHION & LUXURY BRAND MANAGEMENT

MASTER S COURSES FASHION & LUXURY BRAND MANAGEMENT MASTER S COURSES FASHION & LUXURY BRAND MANAGEMENT postgraduate programmes master s course fashion & luxury brand management 02 Brief Descriptive Summary Over the past 80 years Istituto Marangoni has grown

More information

MODULE CO-ORDINATOR HANDBOOK. Collaborative Partners

MODULE CO-ORDINATOR HANDBOOK. Collaborative Partners MODULE CO-ORDINATOR HANDBOOK Collaborative Partners January 2012 GENERAL INFORMATION Who is this handbook for? This handbook is for staff working at collaborative partner organisations, who are responsible

More information

T H E C E N T E R F O R T E A C H I N G A N D L E A R N I N G S T A N F O R D U N I V E R S I T Y

T H E C E N T E R F O R T E A C H I N G A N D L E A R N I N G S T A N F O R D U N I V E R S I T Y Teaching Speaking of WINTER 2004 NEWSLETTER Vol. 13, No. 2 THE CENTER FOR TEACHING AND LEARNING STANFORD UNIVERSITY Designing Courses Every year, thousands of university professors, lecturers, and graduate

More information

360-DEGREE FEEDBACK DEFINED

360-DEGREE FEEDBACK DEFINED 34 360-degree feedback 360-degree feedback is a relatively new feature of performance management, although interest is growing. The Institute of Personnel and Development 2003 survey (Armstrong and Baron,

More information

MASTER OF PHILOSOPHY IN LATIN AMERICAN STUDIES

MASTER OF PHILOSOPHY IN LATIN AMERICAN STUDIES University of Cambridge: Programme Specifications Every effort has been made to ensure the accuracy of the information in this programme specification. Programme specifications are produced and then reviewed

More information

Online Course Development: A Guide for Instructors

Online Course Development: A Guide for Instructors CONTINUING AND DISTANCE STUDIES FACULTY OF ARTS AND SCIENCE www.queensu.ca/artsci_online Online Course Development: A Guide for Instructors The Design Process: Assessment Types of Assessment... 1 Peer

More information

Creative Writing 1 - CRWT 101 University Studies Program. Course Outline

Creative Writing 1 - CRWT 101 University Studies Program. Course Outline Creative Writing 1 - CRWT 101 University Studies Program Course Outline COURSE IMPLEMENTATION DATE: Pre 1998 OUTLINE EFFECTIVE DATE: September 2015 COURSE OUTLINE REVIEW DATE: April 2020 GENERAL COURSE

More information

Section 15 Revision Techniques

Section 15 Revision Techniques Section 15 Revision Techniques Introduction This section in your Study Skills manual will consolidate information relating to revision techniques. This section will consider how to prepare for examinations

More information

THREE-YEAR COURSES VISUAL & MULTIMEDIA DESIGN

THREE-YEAR COURSES VISUAL & MULTIMEDIA DESIGN THREE-YEAR COURSES VISUAL & MULTIMEDIA DESIGN undergraduate programmes three-year course visual & multimedia design 02 Brief descriptive summary Over the past 80 years Istituto Marangoni has grown and

More information

MASTER S COURSES FASHION PROMOTION, COMMUNICATION & MEDIA

MASTER S COURSES FASHION PROMOTION, COMMUNICATION & MEDIA MASTER S COURSES FASHION PROMOTION, COMMUNICATION & MEDIA postgraduate programmes master s course fashion promotion, communication & media 02 Brief Descriptive Summary Over the past 80 years Istituto Marangoni

More information

Teaching Institutions: Institute of Education, University of London

Teaching Institutions: Institute of Education, University of London PROGRAMME SPECIFICATION MA in Education and International Development Awarding body: Institute of Education, University of London Teaching Institutions: Institute of Education, University of London Name

More information

Assessment Audit Tool

Assessment Audit Tool Assessment Audit Tool Version May 2004 An Audit is a good way to initiate discussion and development on an issue. It enables you to make clear the range of activities which may contribute to the issue

More information

GUIDELINES FOR MENTORS AND MENTEES

GUIDELINES FOR MENTORS AND MENTEES GUIDELINES FOR MENTORS AND MENTEES What is the purpose of mentoring? Mentoring is a form of life-long learning for both the mentee and mentor. The ASCEPT mentoring programme matches a mentor with a more

More information

PROGRAMME SPECIFICATION

PROGRAMME SPECIFICATION PROGRAMME SPECIFICATION 1. Programme Title BA (Hons) Counselling 2. Name of final Award (s) 3. Awarding body/institution 4. Teaching institution 5. Mode (s) of Delivery GENERAL INFORMATION BA (Hons) Counselling

More information

Preparing for the Vice-Principal Selection Process

Preparing for the Vice-Principal Selection Process Preparing for the Vice-Principal Selection Process 2014-15 Education Centre Aurora, 60 Wellington Street West, Aurora, Ontario, L4G 3H2 MESSAGE FROM THE DIRECTOR Dear Colleagues: Congratulations on aspiring

More information

BIRMINGHAM CITY UNIVERSITY. MA Criminology. Programme Specification

BIRMINGHAM CITY UNIVERSITY. MA Criminology. Programme Specification BIRMINGHAM CITY UNIVERSITY MA Criminology Programme Specification Faculty of Education, Law and Social Sciences March 2011 Programme Specification: MA Criminology NOTE: This specification provides a concise

More information

International Baccalaureate Diploma and DP Course Academic Honesty Policy 2014-2015

International Baccalaureate Diploma and DP Course Academic Honesty Policy 2014-2015 International Baccalaureate Diploma and DP Course Academic Honesty Policy 2014-2015 Principles of Academic Honesty Students enrolled in the IB Diploma and IB Certificate programs at International School

More information

Dos and Don ts of Teaching Online. Wednesday, June 3, 15

Dos and Don ts of Teaching Online. Wednesday, June 3, 15 and Don ts of Teaching Online Don t...wait until the last minute to set up your shell. Why? Dates incorrect Material out-of-date Material out-of-order No time for creativity No time to upload videos POLL:

More information

Teacher Notes Introduction

Teacher Notes Introduction Teacher Notes Introduction Why ICT 4 Life? Wouldn t it be great to have classes of enthusiastic, ICT-capable learners, performing and progressing well? Of course, we see fantastic examples of good practice

More information

MIDLANDS STATE UNIVERSITY

MIDLANDS STATE UNIVERSITY MIDLANDS STATE UNIVERSITY FACULTY OF SCIENCE AND TECHNOLOGY COMPUTER SCIENCE AND INFORMATION SYSTEMS DEPARTMENT.../.../2011 Preamble Students are expected to produce a fully functional Dissertation projects

More information

MARKETING COMMUNICATION AND ADVERTISING

MARKETING COMMUNICATION AND ADVERTISING Course Syllabus CODE: CMM 341G MARKETING COMMUNICATION AND ADVERTISING Number of ECTS 6 Contact Details for Professor Tel: GSM: E-mail: 02/ 614 81 70 (office hours) 02/734 83 39 (exclusively in emergencies)

More information

BEFORE-DURING-AFTER (BDA)

BEFORE-DURING-AFTER (BDA) Curriculum & Instruction Resources Content Reading & Writing Resources: A teacher resource page providing strategies to improve reading comprehension in all content areas BEFORE-DURING-AFTER (BDA) Reading

More information

BA (Hons) Contemporary Textiles (top up) BA (Hons) Contemporary Fashion (top up) BA (Hons) Contemporary Design for Interiors (top up)

BA (Hons) Contemporary Textiles (top up) BA (Hons) Contemporary Fashion (top up) BA (Hons) Contemporary Design for Interiors (top up) BA (Hons) Contemporary Textiles (top up) BA (Hons) Contemporary Fashion (top up) BA (Hons) Contemporary Design for Interiors (top up) Abbreviated Programme Specification Containing Both Core + Supplementary

More information

PREPARING FOR A CIVIL SERVICE EXAM HOW TO PREPARE FOR A CIVIL SERVICE EXAM (IN GENERAL)... DOING YOUR BEST

PREPARING FOR A CIVIL SERVICE EXAM HOW TO PREPARE FOR A CIVIL SERVICE EXAM (IN GENERAL)... DOING YOUR BEST PREPARING FOR A CIVIL SERVICE EXAM HOW TO PREPARE FOR A CIVIL SERVICE EXAM (IN GENERAL)... DOING YOUR BEST BEFORE YOU START TO STUDY: - Read the announcement. Somewhere on it will be the topics or items

More information

2015 2016 preparatory courses design pre-master s

2015 2016 preparatory courses design pre-master s 2015 2016 preparatory courses design pre-master s postgraduate programmes preparatory course design pre-master s 02 Brief descriptive summary Over the past 78 years this course at Istituto Marangoni has

More information

Teaching Public Speaking Online

Teaching Public Speaking Online Teaching Public Speaking Online By Tim Sheldon Bryant & Stratton College January 27, 2009 I teach public speaking Online using PowerPoint audio, and it has proven to be as effective in developing speaking

More information

LAW SOCIETY OF SCOTLAND Marking Scale and Descriptors

LAW SOCIETY OF SCOTLAND Marking Scale and Descriptors Grades A-D are pass grades. LAW SOCIETY OF SCOTLAND Marking Scale and Descriptors GRADE BAND SCORE DESCRIPTOR A A1 A2 A3 20 19 18 Answers at this level will show a very full knowledge and understanding

More information

BUSINESS STRATEGY SYLLABUS

BUSINESS STRATEGY SYLLABUS Master of Science in Management BUSINESS STRATEGY SYLLABUS Academic Year 2011-2012 Professor: Yuliya Snihur Email: yuliyaigorivna.snihur@upf.edu Office hours: by appointment COURSE OUTLINE Strategy involves

More information

De-mystifying & Preparing for the Doctoral Viva. Dr Carolyn Jackson (Lancaster University) Dr Penny Tinkler (University of Manchester)

De-mystifying & Preparing for the Doctoral Viva. Dr Carolyn Jackson (Lancaster University) Dr Penny Tinkler (University of Manchester) De-mystifying & Preparing for the Doctoral Viva Dr Carolyn Jackson (Lancaster University) Dr Penny Tinkler (University of Manchester) This presentation draws on material from our book The Doctoral Examination

More information

Advice for Recommenders: How to write an effective Letter of Recommendation for applicants to the Stanford MBA Program

Advice for Recommenders: How to write an effective Letter of Recommendation for applicants to the Stanford MBA Program Advice for Recommenders: How to write an effective Letter of Recommendation for applicants to the Stanford MBA Program -- Edited Transcript of Interview updated 27 July 2011 What are some of your responsibilities

More information

MIS 460 Project Management

MIS 460 Project Management Ursuline College Accelerated Program CRITICAL INFORMATION! DO NOT SKIP THIS LINK BELOW... BEFORE PROCEEDING TO READ THE UCAP MODULE, YOU ARE EXPECTED TO READ AND ADHERE TO ALL UCAP POLICY INFORMATION CONTAINED

More information

Programme Specification

Programme Specification Programme Specification Where appropriate outcome statements have be referenced to the appropriate Benchmarking Statement (BS) 1 Awarding Institution Queen Margaret University 2 Teaching Institution ITM,

More information

Taking the first step to agile digital services

Taking the first step to agile digital services Taking the first step to agile digital services Digital Delivered. Now for Tomorrow. 0207 602 6000 mbailey@caci.co.uk @CACI_Cloud 2 1. Background & Summary The Government s Digital by Default agenda has

More information

King s College London - FILM STUDIES 6AAQS400 INDEPENDENT STUDY GUIDELINES 2013-14 for final year students

King s College London - FILM STUDIES 6AAQS400 INDEPENDENT STUDY GUIDELINES 2013-14 for final year students King s College London - FILM STUDIES 6AAQS400 INDEPENDENT STUDY GUIDELINES 2013-14 for final year students Convenors: Mark Betz (through summer 2013, then from 1 January 2014) Belén Vidal (1 September

More information

Learning to Delegate

Learning to Delegate Learning to Delegate Overview Tips for managers on how to delegate Why is delegation necessary? Why do many managers have a hard time delegating? What to delegate What not to delegate How to delegate Give

More information

Introduction to the Common European Framework (CEF)

Introduction to the Common European Framework (CEF) Introduction to the Common European Framework (CEF) The Common European Framework is a common reference for describing language learning, teaching, and assessment. In order to facilitate both teaching

More information

Online Course Rubrics, Appendix A in DE Handbook

Online Course Rubrics, Appendix A in DE Handbook Online Course Rubrics, Appendix A in DE Hbook Distance Education Course sites must meet Effective Level scores to meet Distance Education Criteria. Distance Education Course Sites will be reviewed a semester

More information

Speech 120: Human Communication Spring 2015 Tentative Course Syllabus and Schedule

Speech 120: Human Communication Spring 2015 Tentative Course Syllabus and Schedule Speech 120: Human Communication Spring 2015 Tentative Course Syllabus and Schedule Instructor: Dewi Hokett Email: dhokett@palomar.edu Phone: 760-744-1150 x2794 Office: H 201 P Office Hours: Tue / Thurs.:

More information

MSc in Global Supply Chain and Logistics Management

MSc in Global Supply Chain and Logistics Management MSc in Global Supply Chain and Logistics Management Course Handbook 2015/16 2015 Entry Table of Contents Introduction... 2 Course Outline... 3 Course Structure... 3 Modules and Convenors... 3 Syllabus...

More information

Preparing for Honours - Hints and Tips

Preparing for Honours - Hints and Tips Preparing for Honours - Hints and Tips What is Honours? In this university, Honours is described as follows: "The award of Honours at UWA results only from successful completion of a degree or, in rare

More information

INFS4830 SOCIAL MEDIA AND NETWORKING

INFS4830 SOCIAL MEDIA AND NETWORKING Business School School of Information Systems, Technology and Management INFS4830 SOCIAL MEDIA AND NETWORKING Course Outline Semester 1, 2016 Part A: Course-Specific Information Please consult Part B for

More information

UNIVERSITY OF CENTRAL OKLAHOMA College of Liberal Arts School of Criminal Justice Fall 2015

UNIVERSITY OF CENTRAL OKLAHOMA College of Liberal Arts School of Criminal Justice Fall 2015 UNIVERSITY OF CENTRAL OKLAHOMA College of Liberal Arts School of Criminal Justice Fall 2015 CRJS 5910 Inside-Out Corrections: Exploring Issues of Crime and Justice Behind The Walls CRN 19103 Class Meets:

More information

What is independent learning and what are the benefits for students?

What is independent learning and what are the benefits for students? What is independent learning and what are the benefits for students? Author(s): Bill Meyer, Naomi Haywood, Darshan Sachdev and Sally Faraday Publisher: London: Department for Children, Schools and Families

More information

Effective Performance Appraisals

Effective Performance Appraisals Effective Performance Appraisals Presented by: Ed Bennett University Consultants P. O. Box 9172 Asheville, NC, NC 28815 (704) 298-2740 Determining Your Performance Appraisal Mind Set 1. Before my performance

More information

Performance Management. Office of Human Resources

Performance Management. Office of Human Resources Performance Management Office of Human Resources Jean Prather, PHR DEVELOPING EMPLOYEES The conventional definition of management is getting work done through h people, but real management is developing

More information

WRITTEN TESTS FOR TEACHER RECRUITMENT

WRITTEN TESTS FOR TEACHER RECRUITMENT STIR Education Micro-Innovations that raise results WRITTEN TESTS FOR TEACHER RECRUITMENT FOCUS: TEACHER DEVELOPMENT WRITTEN TESTS FOR STIR EDUCATION At STIR Education, our belief is that the best way

More information

OBL4HE: students' use of online learning resources and preferences for design and content. February 2012. Rebecca Reynolds

OBL4HE: students' use of online learning resources and preferences for design and content. February 2012. Rebecca Reynolds Rebecca Section name OBL4HE: students' use of online learning resources and preferences for design and content February 2012 Rebecca Reynolds University of Reading 2012 Wednesday 8 August 2012 Page 1 Introduction

More information

Child Psychology. www.fetac.ie. Module Descriptor

Child Psychology. www.fetac.ie. Module Descriptor The Further Education and Training Awards Council (FETAC) was set up as a statutory body on 11 June 2001 by the Minister for Education and Science. Under the Qualifications (Education & Training) Act,

More information

Integrated Skills in English (ISE) Guide for Students ISE II (B2) Reading & Writing Speaking & Listening

Integrated Skills in English (ISE) Guide for Students ISE II (B2) Reading & Writing Speaking & Listening Integrated Skills in English (ISE) Guide for Students ISE II (B2) Reading & Writing Speaking & Listening Trinity College London www.trinitycollege.com Charity number 1014792 Patron HRH The Duke of Kent

More information

TRANSITION FROM BROAD GENERAL EDUCATION TO NATIONAL QUALIFICATIONS

TRANSITION FROM BROAD GENERAL EDUCATION TO NATIONAL QUALIFICATIONS glasgow city council education services TRANSITION FROM BROAD GENERAL EDUCATION TO NATIONAL QUALIFICATIONS A Position Paper Curriculum for Excellence Position Paper on Transition from Broad General Education

More information

UCC Writing Survey of Students

UCC Writing Survey of Students UCC Writing Survey of Students In November of 2014, over 750 undergraduates completed a short online survey about undergraduate writing. Respondents were almost evenly divided among all four classes, with

More information

Complete a Relationships Presentation

Complete a Relationships Presentation Complete a Relationships Presentation Speech Tips 1. I am so scared of giving my speech. How do I get over my nervousness? Nervousness is natural. Think of it as a friend rather than an enemy. You need

More information

African Leadership in ICT The Leadership Toolbox 360 - Review

African Leadership in ICT The Leadership Toolbox 360 - Review African Leadership in ICT The Leadership Toolbox 360 - Review www.gesci.org Session Objectives To present an overview 360-degree feedback tool for assessing leadership behaviour and competency To promote

More information

2014 2015 master s courses fashion photography

2014 2015 master s courses fashion photography 2014 2015 master s courses fashion photography postgraduate programmes master s course fashion photography 02 Brief Overview Brief Descriptive Summary These Master s courses admit students with prior knowledge

More information

Pre-assignment - MG 622, Organizational Behavior and Development - Summer 2015

Pre-assignment - MG 622, Organizational Behavior and Development - Summer 2015 Pre-assignment - MG 622, Organizational Behavior and Development - Summer 2015 Before our first class on June 22, 2015 please complete the following three assignments: 1. Read Chapter 1 & 2 from the text:

More information

Programme Specification Undergraduate Programmes

Programme Specification Undergraduate Programmes Programme Specification Undergraduate Programmes Awarding Body/Institution Teaching Institution University of London Goldsmiths, University of London Name of Final Award and Programme Title BSc (Hons)

More information

ART AND DESIGN. Syllabus for Primary Schools. Curriculum Department, Floriana

ART AND DESIGN. Syllabus for Primary Schools. Curriculum Department, Floriana ART AND DESIGN Syllabus for Primary Schools Curriculum Department, Floriana RATIONALE Curriculum Department, Floriana i THE ART AND DESIGN PROGRAMME For Primary Schools Rationale Art is the visual language.

More information

Integrated Skills in English (ISE) Guide for Students ISE III (C1) Reading & Writing Speaking & Listening

Integrated Skills in English (ISE) Guide for Students ISE III (C1) Reading & Writing Speaking & Listening Integrated Skills in English (ISE) Guide for Students ISE III (C1) Reading & Writing Speaking & Listening Trinity College London www.trinitycollege.com Charity number 1014792 Patron HRH The Duke of Kent

More information

Modern Studies Project-dissertation General assessment information

Modern Studies Project-dissertation General assessment information Modern Studies Project-dissertation General assessment information This pack contains general assessment information for centres preparing candidates for the Coursework Component of Advanced Higher Modern

More information

2015 2016 master s courses fashion promotion, communication & media

2015 2016 master s courses fashion promotion, communication & media 2015 2016 master s courses fashion promotion, communication & media postgraduate programmes master s course fashion promotion, communication & media 02 Brief Overview Brief Descriptive Summary These Master

More information

Neil Murray University of South Australia April 2011

Neil Murray University of South Australia April 2011 Introduction When it comes to writing, academic disciplines particularly those within the humanities and social sciences have a good deal in common and, for the most part, they share very similar expectations

More information

3. Programme accredited by Currently accredited by the BCS. 8. Date of programme specification Students entering in October 2013

3. Programme accredited by Currently accredited by the BCS. 8. Date of programme specification Students entering in October 2013 PROGRAMME SPECIFICATION FOR MSc IN COMPUTER SCIENCE 1. Awarding institution/body University of Oxford 2. Teaching institution University of Oxford 3. Programme accredited by Currently accredited by the

More information

Introduction to Dissertations. Learning Enhancement Team LET@mdx.ac.uk

Introduction to Dissertations. Learning Enhancement Team LET@mdx.ac.uk Introduction to Dissertations Learning Enhancement Team LET@mdx.ac.uk Variety is the Spice of Life! Different Schools.Different Rules Can you use I in an academic text? Should an essay have section headings?

More information

ASU College of Education Department of Curriculum and Instruction EDG 6331 Role of the School Counselor Fall A 2015 Course Syllabus

ASU College of Education Department of Curriculum and Instruction EDG 6331 Role of the School Counselor Fall A 2015 Course Syllabus ASU College of Education Department of Curriculum and Instruction EDG 6331 Role of the School Counselor Fall A 2015 Course Syllabus Table of Contents Course Description... 1 Learning Objectives and Outcomes...

More information

What happens to my application form? How do I apply? Completing the form

What happens to my application form? How do I apply? Completing the form Application Advice BSc (Hons) Nursing at York 2015 How do I apply? You can make an application for our nursing programme through UCAS. The main application period is between September and January. During

More information

Programme Specification. Graduate Diploma in Professional and Clinical Veterinary Nursing

Programme Specification. Graduate Diploma in Professional and Clinical Veterinary Nursing Programme Specification Graduate Diploma in Professional and Clinical Veterinary Nursing 17 1. Awarding institution The Royal Veterinary College 2. Teaching institution The Royal Veterinary College (University

More information

Chapter 3 - Alternative Assessments

Chapter 3 - Alternative Assessments Chapter 3 - Alternative Assessments Evaluating with Alternative Assessments In the ERIC Digest article "Alternative Assessment and Second Language Study: What and Why?" Charles R. Hancock states "In the

More information