TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...
AFLSep12 introduction to the module week 1
1. PGCAP Programme
Induction
27 September 12
Chrissi Nerantzi @chrissineranti
Dr Martyn Clark
@pgcap
2. evaluate and apply theories of
assessment and feedback
formative and summative approaches to
assessment
assessment policies and practice in HE:
QA & QE
peer- and self-assessment approaches to
feedback
tools and technologies available for
assessment and feedback
3. Problem Based Learning (PBL)
scenarios
Module Tutor facilitates groups and
guides reading
3 PBL introduction sessions: Weeks 2,
4 and 7
Input sessions with guest speakers
Celebrating learning in week 10
„tasting‟
4. 4
Areas of Activity Professional Values
Core Knowledge (HOW)
(WHAT) (WHY)
• Design and plan • Subject • Respect individual
• Teach/support • Appropriate methods learners and learning
• Assess/give feedback of teaching and communities
• Develop effective learning • Promote participation
learning environments • How students learn and equality of
and approaches to • Use and value opportunities
student appropriate learning • Use evidence-
support/guidance technologies informed approaches
• Engage in CPD • Methods for and the outcomes
incorporating evaluating from research,
research, scholarship effectiveness of scholarship and CPD
and evaluation of teaching • Acknowledge the
professional practices • Quality assurance and wider context in
quality enhancement which HE operates
recognising
implications for
professional practice
for Fellowship of HEA - evidence engagement with all of these
http://www.heacademy.ac.uk/assets/York/documents/ourwo
rk/rewardandrecog/ProfessionalStandardsFramework.pdf
6. 6
PGCAP assessment criteria
Competence and engagement within an area(s)
of relevance to the module (and, as appropriate,
to the UK Professional Standards Framework)
Engagement with, and application of, relevant
research literature and theory
Reflectionon your learning and the development
of your practice
7. 2x Group PBL reports (2000 words, 40%)
PBL scenario 1 and 2
Peer assessed
Use Google docs and link to your e-portfolio
Individual reflection on the PBL process and key
points learnt around assessment and feedback
including impact on practice(3000 words, 60% -
posts 1, 2, 3, 4, 5, 6)
PBL scenario 3 useful
Tutor assessed
capture in your e-portfolio
Media-rich approach encouraged!
8. Step 1: Explore the problem
Step 2: Discover known and unknown,
plan your approach
Step 3: Carry out your research and
share with your group
Step 4: Apply – The research that you
do is then applied to the problem and
your own practice.
Step 5: Present
Remember to rotate roles!
9. Introduction to Scenario in F2F session
Complete steps 1 & 2
Check with tutor
2 weeks (suggest at least a weekly meeting)
Complete steps 3 – 5
Review other groups report, provide feedback
10. Can be in any electronic format
How easy is it for groups members to use
/ edit?
Can you share with peers for review?
Basic structure
outline the potential issues
summarise the literature
propose possible solutions
11. Assessment methods
Effective feedback
Formative assessment
Inclusive assessment
Marking / grading
Quality assurance and quality
enhancement in assessment and
feedback
Self and peer assessment
Summative assessment
Use of technology for assessment /
feedback
Work-based / practice-based
assessments
14. A first year „long-thin‟ module was assessed by four
15 min summative practical assessments throughout
the year; two end of semester summative practical
exams lasting 30 mins each and a summative
assignment. As this course leads to a professional
qualification every component has to be passed. In
this format the following issues arose, many students
were trailing failure from early in the first semester,
the ability to catch up marred the students ability to
keep up with the new information and skills, students
became disillusioned with themselves and the
module. High stress levels for students on an ongoing
basis and for staff the ongoing summative
assessments were extremely time-consuming.
15. Clarify your understanding of this
scenario with your group (and the tutor if
necessary).
Explore the issues as a group.
Indentify what you know about this from
your own experience and any reading that
you have done.
Indentify something you don‟t know and
find one piece of relevant literature.
From what you know, discuss possible
solutions.
Prepare a „presentation‟ on your possible
solutions.
Pair up with another group to „present‟
your solutions.
16. Text-based
Google Docs
Other formats
video (YouTube, welcome to use PGCAP
account)
17. Your first contact
Provides general
advice, support and
guidance
Pastoral support
Face-to-face and
remote tutorials (web-
conferencing)
Signposts when further
assistance required
For the whole
programme
Cristina Costa Pete Whitton
18. The wheel of assessment and feedback
“Food for thought” series on YouTube
http://www.youtube.com/playlist?list=PL1F8
7994463B50301&feature=plcp
Blackboard
19. SOS to change labels for (summative, formative)
assessment, feedback, marking, moderating, using
technology, theories around assessment and feedback
19
20. 20
First name Surname
Role College/School/Service
Email Teaching experience
Tel
Mobile
Twitter
Mentor Good time for tutorials
Optional module (pick one) Anything else you would like to share with
your tutor?
Assessment and Feedback Strategies
Application of Learning Technologies
Curriculum Design and Programme Leadership
Flexible, Distance and Online Learning
Please note, all information provided are confidential.
Notas del editor
establish a link with a local cake maker, go an test products, make a judgement, provide feedback etc. or other health store, just thought of wagamama where they cook fresh food. There is wagamama at MediaCity
NC
NC
Step 1: Explore the problem – Make sure your group has a common understanding of what the problem is and any ambiguous terms.Step 2: Discover knowns and unknowns, plan your approach – What does your group already know, what do you need to find out (e.g. what literature are you going to consult, will you need to survey students / colleagues?), plan how you are going to manage the work between the group and how you are going to report back.Step 3: Carry out your research and share with your group – It is likely that each member of your group will carry out their own research after the face to face session and then you will need to organise how you will share the information. You will need to use a wiki or collaborative document tool to compile your work. You might also want to meet on a regular basis to keep a check on progress.Step 4: Apply – The research that you do is then applied to the problem and your own practice. From what you have found out how will you tackle the problem? What is your solution?Step 5: Present – You will present your work in a wiki or a collaborative document. You are free to use multimedia to present as long as it is captured online so that the tutor and your peers can access.
Print this out
Advantages and disadvantages of each:Google Docs – easy to set-up, works like a word processorBB wiki – doesn’t look good, already have access to it.Other wiki – more flexible than BB, requires separate account.
use feel-o-meter to capture confidence in assessment and feedback