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2014

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Articles 6301 - 6330 of 6365

Full-Text Articles in Higher Education

Digital Media, Catherine Barry-Ryan Jan 2014

Digital Media, Catherine Barry-Ryan

Assessment & Feedback Cases

Students produce a short (3 to 4 minute) group (4/group) video production, detailing a biochemistry concept. The group decides the choice of content during the initial meetings and storyboarding of the idea(s). The content must address, in some way, a biochemical concept related to TFBC2001. This concept could be the basis of an important biochemical experiment, a creative explanation of a biochemical hypothesis, addressing a biochemical misconception, or exploring a biochemical model. The video can contain any form of multimedia (video, sound, audio, animation etc.) but it must be visual, engaging and creative.

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Blogs For Workplace Assessment, Julie Dunne, Sinead Ryan Jan 2014

Blogs For Workplace Assessment, Julie Dunne, Sinead Ryan

Assessment & Feedback Cases

Students out on work placement undertake a period of writing individual reflective blogs (4 x weekly blog @ 400 words per blog) to capture their experiences and reflections on experiences. Assigned to small groups, they also are required to interact with the blogs of peers though reflective comments. Students are also encouraged to read as many blogs written by their peers (outside their assigned group) and comment if they wish. Marking is across several desired outcomes (see rubric). Feedback is provided after the first blog which is not marked. Feedback is via a comment on the student blog. All students …

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Portfolio, Matt Bowden Jan 2014

Portfolio, Matt Bowden

Assessment & Feedback Cases

Practice based assessment using concepts and theories. Students write about 4 different elements in 2,000 words.

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Community Based Learning, Greg Burke Jan 2014

Community Based Learning, Greg Burke

Assessment & Feedback Cases

Community based, practical task, requiring assimilation of theory (covered in lectures and published standards), applying it to a specific location and writing it up as an Audit Report with appropriate recommendations.

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Blog, Ted Burke Jan 2014

Blog, Ted Burke

Assessment & Feedback Cases

Robotics (DT009/3) fulfils joint function of lab book and mini project (report). I use Wordpress.com (a free resource). The students are required to enter four posts during the semester. Topics are specified but some are flexible for substitution, as they cover the learning outcomes from the module descriptor. Posts: these are like lab write ups. They have more flexibility with the schedule. Feedback is formative until the end of semester. Pages: practical application, proof of concept, undertake work (4-5 weeks). This is like a long lab report, structured like a final year project report.

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Oral, Carmel O'Reilly Jan 2014

Oral, Carmel O'Reilly

Assessment & Feedback Cases

This assessment is the oral component of the language module. The assessment takes place in small groups throughout the module instead of one on one at the end of the module. This helps students who are often very nervous in the traditional oral and it also allows them to improve as they engage in a number of small assessments. As they discuss issues in a group they benefit from peer knowledge and experience.

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Experiential Project Presentation Using Story Sack, Geraldine French Jan 2014

Experiential Project Presentation Using Story Sack, Geraldine French

Assessment & Feedback Cases

This use case describes how one assessment method was designed and implemented by a lecturer or a group of lecturers in DIT. The use case was compiled from an interview conducted as part of DIT’s RAFT project (2013‐14), the aim of which was to provide a database of assessment practices designed and implemented by academic staff across DIT.

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Practical Assessment, Claire Mcdonnell Jan 2014

Practical Assessment, Claire Mcdonnell

Assessment & Feedback Cases

Students are assessed on their competency to carry out a practical technique

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Wikis, Claire Mcdonnell Jan 2014

Wikis, Claire Mcdonnell

Assessment & Feedback Cases

Students work in groups and design a collaborative Wiki (PBWorks) based on a chemical molecule of choice. The choice of molecule is restricted to ones supplied by the lecturer. The groups form on their own and the majority of the work takes place outside of contact hours. The lecturer can monitor student engagement and activity through the Wiki history. Mid way through the assessment period (week three of a six week assessment window), the academic provides written feedback on the progress of the students’ Wiki by posting to the Wiki. The best Wikis may be entered into an external competition …

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Project Using Problem Based Learning, Ita Coghlan Jan 2014

Project Using Problem Based Learning, Ita Coghlan

Assessment & Feedback Cases

This is a project which is done in groups and submitted at the end of week 6 of the semester. Approximately 30minutes of each lecture during these 6 weeks is spent working on the project and reporting on the group’s progress and getting feedback and guidance from the lecturer. In addition each week the students in each group agree moderation marks for each other. This discussion develops negotiation skills and ensures that students evaluate theirs and others contribution. These are skills that will benefit them in other modules where there are group assignments. At the end of the assignment a …

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Concept Map, Barry Ryan Jan 2014

Concept Map, Barry Ryan

Assessment & Feedback Cases

Students produce a group concept map (4/group), detailing a food, nutraceutical or pharmaceutical concept. The group decides the choice of content during the initial meetings and storyboarding of the idea(s). The content must address, in some way, a concept related to their course and should be in some way topical. The concept map can contain any form of multimedia (video, sound, audio, animation etc.) but it must be visual, engaging and creative. Supplementary assessment takes the form of an e- portfolio (to assess the journey and process) and a suite of reflective blogs and final reflection (to assess individual contribution).

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Marking Rubrics, Jane Courtney Jan 2014

Marking Rubrics, Jane Courtney

Assessment & Feedback Cases

A marking rubric is used to clearly outline the criteris and marks available to students for sections of an assignment, typically a report. For example sections could be Style, Analysis, Results, Innovation. The students see the allocation of marks in advance, with performance levels or indices given ranging from Not done to Excellent.

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Facilitated Self-Assessment And Peer- Assessment Of Performance, Mary Lennon Jan 2014

Facilitated Self-Assessment And Peer- Assessment Of Performance, Mary Lennon

Assessment & Feedback Cases

The lecturer’s role in this module is one of facilitator and the module is designed to promote self-assessment and peer-assessment amongst principal study pianists on the BMus programme. Students perform for their peers, give an assessment (critique) of their own performance and discuss the challenges involved in practising and preparing the piece for performance. This individual contribution by the performer is followed by group discussion focusing on the performer’s peers’ assessment of the performance. The lecturer participates in the discussion and provides input on technical/interpretative issues where appropriate.

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Formative Feedback, Noel Fitzpatrick Jan 2014

Formative Feedback, Noel Fitzpatrick

Assessment & Feedback Cases

This assessment method is an opportunity for formative feedback. Students are given an essay title in Week 1, with a 500 word submission due in Week 6 or 7. Feedback is given without a mark.

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Experiential Project Presentation (Story Sack), Geraldine French Jan 2014

Experiential Project Presentation (Story Sack), Geraldine French

Assessment & Feedback Cases

his assessment relates to a module in Early Education Intermediate on story- reading/storytelling education as underpinning early literacy. The project forms part of the overall assessment for the year and is called Story Sack. A story sack consists of a purpose-made cloth bag whch contains a story, a book of facts relating to a story, props and other accessories. The purpose is to stimulate reading activities and to make shared reading a memorable and fun experience. Students are required to select a story (appropriate to the age range of the children in their placement) and to develop the story by …

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Proposal To Government, Geraldine French Jan 2014

Proposal To Government, Geraldine French

Assessment & Feedback Cases

It is a project to write an informed and authoritative 3000 word proposal to a government minister. The module is Perspectives on Early Childhood Education: Issues in policy, practice and research. Because the field of early childhood education is evolving the course is flexible to respond to emerging issues. The students need to be informed on the bigger policy backdrop in Early Childhood Education. The brief is responsive to whatever is currently happening regarding government policy in this area. At this point in time a National Early Years Strategy is being developed by the Minister for Children and Youth Affairs, …

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Community Learning Project, Catherine Gorman Jan 2014

Community Learning Project, Catherine Gorman

Assessment & Feedback Cases

Primarily this assessment involves a poster, a reflective report before they start and at the end where they address specific questions, and a final short report. These are primarily first years and the objective is to bring them into the community and for them to think about tourism in this context. Students are encouraged to look at a community’s needs and wants and depending on the particular project they develop ideas of how to increase tourism in these particular areas. Catherine Bates from Community Learning is very helpful in identifying appropriate communities. It is very important that there is feedback …

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Group Assignment, Andrea Curley Jan 2014

Group Assignment, Andrea Curley

Assessment & Feedback Cases

Groups of 4-5 students are given a topic. They must identify a product and research and design it.

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Group Project Poster Presentation, Claire Mcdonnell Jan 2014

Group Project Poster Presentation, Claire Mcdonnell

Assessment & Feedback Cases

Working in groups of three or four final year students have to undertake a systematic review to answer a research question and then present their findings as a poster.

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Interview, Jan Pettersen Jan 2014

Interview, Jan Pettersen

Assessment & Feedback Cases

This assessment involves meeting all Year 1 students individually to discuss assessed written assignments. Students are given an assessment template which outlines the lecturer’s criteria with gradings and descriptors clearly annotated. Students are invited to give their views on their own work including an appropriate mark. The lecturer provides qualitative feedback using appropriate examples form the student’s work and then reveals his mark, clearly explaining reasons for it. If the student argument is convincing, the lecturer may alter the assigned mark.

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Literature Review, Deirdre Quinn Jan 2014

Literature Review, Deirdre Quinn

Assessment & Feedback Cases

This is a 3,000 word assessment which is a literature review and is the first stage in the process of producing a Dissertation. In the lecture they are brought through the different stages of finding ideas, generating output, gathering material and writing. Feedback is given through the process to those students who speak to the lecturer. They are also getting feedback from their supervisor. At the end of the module students are given a structured feedback sheet (see attached). Due to large numbers this feedback sheet it extremely important.

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Class Presentation, Lorraine O'Connell Jan 2014

Class Presentation, Lorraine O'Connell

Assessment & Feedback Cases

Students prepare and deliver a presentation to their peers based on either a single journal article or a specific topic/issue within music education they have researched. Within some courses, this is done as a group project while in others it is an individual assignment.

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Practical Work With Report 2, Brian Mac Namee Jan 2014

Practical Work With Report 2, Brian Mac Namee

Assessment & Feedback Cases

Develop a solution to a robotics challenge and write a short report about it.

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Individual Assignments, Susan Mckeever Jan 2014

Individual Assignments, Susan Mckeever

Assessment & Feedback Cases

A generic programming assignment that gives leeway for student to customise the assignment with their own designs and features.

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Practical Lab Work, Susan Mckeever Jan 2014

Practical Lab Work, Susan Mckeever

Assessment & Feedback Cases

A pre-defined lab exercise done in the weekly lab session.

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Self And Peer Assessment, Kerry Meakin Jan 2014

Self And Peer Assessment, Kerry Meakin

Assessment & Feedback Cases

The second year VM & Display students are given a brief to research, design and style a ‘Catwalk Show’. This brief is one of three they are given for a 15 credit module in ‘Fashion & Styling’ in the second semester. Individually students research a theme and remodel an outfit based on their research, the outfit is modelled (taking in consideration of make-up and hair) in a Catwalk Show. The venue is a studio, which as a group, the students must design, make and gather props and dress to emulate the theme. Students must photograph their outfits and compile a …

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Practical Project, Phil Nicholl Jan 2014

Practical Project, Phil Nicholl

Assessment & Feedback Cases

Students work in groups in the microbiology lab carrying out structured tasks on a weekly basis. Completion of the tasks ultimately allows them to complete a project over several weeks. The tasks are based on the previously used lab manual. Each group is given a slightly different project to complete (eg different pathogens) however the tasks are similar, with minor modifications to suit the project. Students are given templates for SOPs and reports, and they learn to generate their own SOPs during the project. They decide as a group what tasks are required, and elect a supervisor to delegate tasks. …

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Class Presentation, Claire O'Connell Jan 2014

Class Presentation, Claire O'Connell

Assessment & Feedback Cases

Students prepare and deliver a presentation to their peers based on either a single journal article or a specific topic/issue within music education they have researched. Within some courses, this is done as a group project while in others it is an individual assignment.

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Advanced Restaurant Techniques, Mike O'Connor Jan 2014

Advanced Restaurant Techniques, Mike O'Connor

Assessment & Feedback Cases

This is a food and beverage module. Marks are awarded each week and then at the end of the module students undertake a practical assessment. They also develop a portfolio of what they have done throughout the module and compare that with books/published research of the different techniques/presentations that they have learnt in the form of a reflective diary.

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Online Quizzes, David Dorran Jan 2014

Online Quizzes, David Dorran

Assessment & Feedback Cases

Quiz within a virtual learning environment. Generally the quizzes are based on numerical responses, however some multiple choice questions. The quizzes are geared towards the level of the student and the information being reinforced.

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