![Introductions ,[object Object],[object Object],[object Object],[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
Recommended
Recommended
More Related Content
What's hot
What's hot (20)
Viewers also liked
Viewers also liked (11)
Similar to Assessment for Learning I
Similar to Assessment for Learning I (20)
Recently uploaded
Recently uploaded (20)
Assessment for Learning I
- 1. Assessment for Learning I Rosalind Duhs Centre for the Advancement of Learning and Teaching (CALT) This document is licensed under the Attribution-NonCommercial-ShareAlike 2.0 UK: England & Wales license, available at http://creativecommons.org/licenses/by-nc-sa/2.0/uk/.
- 10. Embedding assessment in the student learning process: ‘backwash’
- 13. What is learning/higher order learning (HOL)? From: http://www2.warwick.ac.uk/services/cap/resources/pubs/eguides/eskills/guidelines/higher/ Originality, Creativity and Innovation Established Principles and Relationships Synthesis and Conceptualisation Organisation and Structure Arguments, Reasoning and Justification Techniques and Procedures Evaluation and Decisions Terminology, Language and Protocols Personal Interpretation and Meaning Facts, Assertions, Rules and Laws Formation and generation of Knowlege and practice of ADAPTIVE LEARNING Knowledge created = HOL ADOPTIVE LEARNING Knowledge transmitted
- 15. The SOLO Taxonomy (Biggs, p. 48)
- 16. Barriers to higher order learning
- 19. Useful feedback? Good This is not analysis Illogical. Interesting Not relevant ? X Very good 64% 7/10
Editor's Notes
- End slide 2 at 2.10
- End slide 3 at 2.15
- End slide 7 at 2.45
- End slide 4 at 2.25
- End slide 5 at 2.35
- End slide 6 at 2.40
- End slide 9 at 2.55
- If we aim to foster higher order learning, we have to decide what it is. End slide 3.00
- End 3.10
- End 3.15
- End 3.25
- End 3.45
- End 3.50
- End 4.00
- End 4.10
- End 4.15
- End 4.30
- End 4.35
- End 4.45
- End 4.50
- End 4.55