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Developing Teaching through Assessment in Partnership

Explore the benefits of students as partners in the learning process, emphasizing collaborative and interactive learning environments. This conference discusses future directions in teaching and research.

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Developing Teaching through Assessment in Partnership

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  1. DatblyguDysgutrwyAsesumewnPartneriaethDeveloping Teaching through Assessment in Partnership CynhadleddCyfeiriadau’rDyfodol 2014 Future Directions Conference Prifysgol Aberystwyth University 2/4/14

  2. Ymchwil Pyramid DysguLearning Pyramid Research

  3. MyfyrwyrfelPartneriaid – cydaddysguStudents as Partners – collaborative learning • Sut? • 90% o fyfyrwyryndysguorautrwyddysgueraillneuddefnyddiogwybodaethynuniongyrchol • Modiwl Proses Ymchwil – creudyddlyfr/ blog wythnosolsy’ncaeleiasesugangyfoed • How? • 90% of students learn best by teaching others or using information directly • Research Process Module - create a journal / weekly blog assessed by peer

  4. HeriauChallenges • Gwrthwynebiadganfyfyrwyr bod cydfyfyriwrynasesueugwaith • Darlithwyrynunigddylaiasesu? • Myfyrwyryncwestiynugwerth a dibynoldebyrasesiad? • Pwysigsicrhaudatblygiadpersonolpobmyfyriwr e.e. Myfyrwyr cryf yn cael eu herio a myfyrwyr gwan – eu hysgogi i ddysgu ar lefel dyfnach. • Resistance from students that a fellow student is assessing their work • Only lecturers should asses? • Students questioned the value and the dependency of the assessment? • Important to ensure the personal development of each student e.g. strong students are challenged and weaker students- motivated to learn on a deeper level

  5. ManteisionMyfyrwyrfelPartneriaidAdvantages of Students as Partners • Creuamgylchedddysgu : • Cydweithredol • Gweithredol • Rhyngweithiol • Sgiliau: • Gwybyddol • Creadigol, • Gwerthusol , • Beirniadol • DatrysProblemau • Creating a learning environment : • Co-operative • Active • Interactive • Skills: • Cognitive, • Creative, • Evaluative, • Critical • Problem solving

  6. AdborthganFyfyrwyrFeedback from Students

  7. ManteisionMyfyrwyrfelPartneriaidAdvantages of Students as Partners • Dim bwydo o’r llwy- pwysleisio cyfrifoldeb y myfyrwyr i ymchwilio a dysgu a datblygu fel dysgwyr holistig, cymryd perchnogaeth o’u gwaith. • “perhaps the most importantoutcome of highereducationshould be the developmentbystudents of theirability to managetheirownlearning” Race (2001:192) • No spoon-feeding -emphasis on the responsibility of the students to explore and learn and develop as holistic learners, taking ownership of their work.

  8. CyfeiriadaethReferences • Black, P a Wiliam,D(1998) Assessment and Classroom Learning. Assessment in Education, 5 1-74 • Cullen et al (2002) Review of Current Pedagogic Research and Practice in the Fields of Post- Compulsory Education and Lifelong Learning. Tavistock Institute. • Ecclestone.KLearning Autonomy in Post 16 education: the politics and practice of formative assessmentLondon: Routledge Falmer • Gardner et al (2008) NewidArferionAsesu - Proses, Egwyddoriona Safonau. GrŵpDiwygioAsesu • Gravells, A(2009) Principles and Practice of assessment in the lifelong learning sector. Exeter. Learning Matters. • Harlen,W (2007) Assessment of Learning. Llundain: Sage • LlywodraethCynulliadCymru ( 2008) Manteisioi’reithafarddysgu- Gweithredu’rCwricwlwmdiwygiedigYrAdran Plant, Addysg, DysguGydolOes a Sgiliau. • Magennis, S. and Farrell, A. (2005) "Teaching and Learning Activities: expanding the repertoire to support student learning" in G O'Neill, S Moore and B McMullinEmerging Issues in the Practice of University Learning and Teaching, Dublin; All Ireland Society for Higher Education/Higher Education Authority • http://www.cisco.com/web/strategy/docs/education/Multimodal-Learning-Through-Media.pdf (accessed 24/3/14) • Race,P. (2001) The Lecturer’sToolkitsecondedition A practicalguide to learning, TeachingandAssessmentKogan Page Limited

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