Module Enhancement Project Colleges of [edited to prevent embarrassment]

Module Enhancement Project Colleges of [edited to prevent embarrassment] Presentation by [edited to prevent embarrassment] 10/03/09

Module Enhancement Project • Quality Assurance • Time for reflection on UG modules • Reviewing content (aims and objectives) • Reviewing learning outcomes and assessments • Reviewing level assignation • Pilot programme for university

Module Enhancement Project A Module: Content→ Outcomes → Assessment ↓ Aims/ Objectives

Module Enhancement Project Guidelines, learning outcomes, assessmentstrategies Information will be available at: [edited to prevent embarrassment]

Module Enhancement Project • Understanding Learning: • Pre-structural • Unistructural • Multistructural • Relational • Extended Abstract

Module Enhancement Project • Pre-structural • Unistructural

Module Enhancement Project • Multi-structural • Relational • Extended Abstract

Module Enhancement Project • Learning Outcomes • Taxonomies • Bloom’s - Cognitive, Affective, Psychomotor • SOLO • Fink’s Taxonomy

Module Enhancement Project • Bloom’s updated taxonomy - Cognitive • REMEMBERING: define repeat list recall relate • UNDERSTANDING: restate discuss describe explain express summarize • APPLYING: interpret construct apply demonstrate illustrate use • ANALYSING: analyze differentiate compare criticize diagram categorize • EVALUATING: assess judge rate conclude • CREATING: innovate create improve develop

Module Enhancement Project • Bloom’s updated taxonomy - Affective • RECEIVING: ask follow reply • RESPONDING: answer recite perform report select • VALUING: justify propose • ORGANISING: arrange combine compare defend • INTERNALISING: discriminate listen question revise

Module Enhancement Project • Bloom’s updated taxonomy - Psychomotor • PERCEPTION: detect select listen • GUIDED RESPONSE: copy react follow reproduce • MECHANISM: organise manipulate • COMPLEX RESPONSE: (as above, but complexity mastered, precision and speed improved, uncertainities eliminated) • ADAPTATION: reorganise alter rearrange vary internalise • ORIGINATION: compose construct design initiate create

Module Enhancement Project • SOLO Taxonomy • Novice to Expert • PRE-STRUCTURAL: state of student at start of learning • UNI-STRUCTURAL: identify memorize • MULTI-STRUCTURAL: enumerate classify combine • RELATIONAL: compare/contrast integrate relate apply • EXTENDED ABSTRACT: theorize generalize hypothesize reflect

Module Enhancement Project • Fink’s Taxonomy

Module Enhancement Project Outcomes: • 1. Demonstrate a critical understanding of children's literature as a literary genre X (demonstrate how?) • 2. Examine children's literature in the context of traditional forms of literature √- • 3. Assess children's literature in terms of national designations √- (could be clearer) • 4. Present ideas orally and engage in discussion √ (assessment?)

Module Enhancement Project Outcomes: • Identify and analyze 'live' aspects in the theatrical event; (why both?) • 2. Define and discuss the role of space and/or the audience in the theatrical event; (why both?) • 3. Identify and investigate theatrical conventions in the context of the performance of texts; (why both?) • 4. Identify and realise the performance possibilities implied by a particular text; (why both?) • 5. Develop ideas in writing with respect to the transition of a text from page to stage. (express?)

Module Enhancement Project Outcomes: • 1. Review the range of archaeological methods and approaches. • 2. Demonstrate an understanding of how archaeologists investigate time, space and objects to reconstruct past societies. (how?) • 3. Visit an archaeological site or museum exhibition and adopt an archaeological perspective to the evidence provided there. (assessed how?)

Module Enhancement Project Outcomes: • 1. Review the range of evidence employed by archaeologists to reconstruct the societies of Iron Age Europe and Ireland and early medieval Ireland. • 2. Explain how archaeologists use this evidence to understand specific aspects of the Iron Age and Medieval worlds such as technology, social organization, religious beliefs and artistic achievements • 3. Identify & define important points in the history of Europe and Ireland, 750BC to 950AD Obvious passion!!

Module Enhancement Project • Critically assess various approaches, debates and current issues in environmental archaeology studies of context, and relate these to other contextual approaches • Critically appraise the relationships between disciplines and schools of thought involved in the interpretation of ancient sites, landscapes and environments • Carry out a detailed case study in specific on-site approaches, and develop high-level research designs for assessing and conducting environmental archaeological studies on site. • Compare and contrast different approaches to landscape (e.g. culture-historical, processual, postprocessual) • Communicate effectively (both written and oral expression) about interpretative approaches in landscape archaeology - Apply learning skills to other coursework in the programme

Module Enhancement Project Assessment • Less; More often • Continuous assessment … continuous?

Module Enhancement Project Why Assess? • Help students learn • Guide student’s improvement • Get feedback on teaching methods • Prompt students to engage with learning • Classify or grade students • Get students to do some independent learning

Module Enhancement Project Assessment • Exams • Vivas / Oral exams • Essays • Reviews and Annotated Bibliographies • Reports • Projects • Portfolios • Presentations • MCQs

Questions and Comments

Module Enhancement Project Colleges of [edited to prevent embarrassment]