Classroom response systems allow teachers to collect student feedback anonymously, assess students, and hold them accountable. They increase student participation and engagement by having students respond to questions before hearing peers' answers. This minimizes peer pressure and encourages consideration of all possibilities. Response systems also provide immediate feedback on student learning, enabling teachers to modify lessons in real-time based on students' understanding. When creating clicker questions, teachers should consider the learning goals, what they want to learn about students, and how response distribution may inform changes to engage students with course content.
The document discusses the purpose and process of classroom observations. It aims to evaluate teacher performance to provide feedback and support professional growth. The observer should understand what will be observed, why it's important, who conducts it, and how it's performed. Key areas that are observed include the physical setting, content delivery, communication skills, questioning techniques, student rapport, teaching methods, lesson assessment, and classroom management. The goal is to gather data to help teachers improve and ensure effective student learning.
Psychometrics 201: Putting assessment data into actionExamSoft
Ìý
Presented by: Dan Thompson, Sr. Manager of Education and Assessment, ExamSoft Worldwide
At the conclusion of each exam, a wealth of student assessment data is immediately available to faculty. The short term value of this data is evident - evaluate individual question performance. However, that’s only the beginning. Assessment data provides opportunities for in-depth analysis on course, curricular, and instructional method performance. Furthermore, specific performance data can be distributed to students to drive their self-assessment and focused study plans. This presentation addresses the process of using assessment data to make tangible changes to improve instructional and student outcomes.
This document provides guidance on conducting self-assessments and student evaluations for online courses. It discusses crafting mid-semester and end of semester surveys with sample questions to gather feedback on student understanding, satisfaction, and instructor performance. The document also recommends developing a frequently asked questions section to direct student inquiries. Finally, it outlines key areas like course content, assessments, technology, design, and accessibility to review when revising a course after its completion.
Last Minute Tips to Positively Impact Your Students This SemesterExamSoft
Ìý
Presented by: Dan Thompson, Sr. Manager of Education and Assessment, ExamSoft Worldwide
With the new semester quickly approaching, it can be difficult to make changes that positively impact teaching and learning. Fortunately, student assessment data from the previous iteration of your course can be used to make quick, yet impactful changes that will positively affect student outcomes. From appropriately aligning your teaching with assessments, to ensuring exams are optimally constructed, there’s still time to make small tweaks that will have big rewards – improved student outcomes. This presentation addresses how to work smart, not hard in using existing exam data to create meaningful improvements for the upcoming semester.
This document provides best practices for online teaching at Texas A&M School of Law. It outlines expectations for students, such as communicating response times and netiquette guidelines. It emphasizes the importance of writing learning objectives that are measurable. It also discusses ways to engage students asynchronously, such as through regular feedback and discussions. The document reviews assessment options in Blackboard and stresses providing balanced feedback to students. It provides tips for crafting effective discussion board questions and outlines key areas to address in a course syllabus and benefits of using rubrics.
A Guide to Completing the National Student Survey 2014Emma Black
Ìý
The document provides guidance for completing the National Student Survey (NSS) which asks final year undergraduate students in the UK to provide feedback on their course. It breaks down the survey into sections on teaching quality, assessment and feedback, academic support, organization and management of the course, learning resources, and personal development. It instructs students to consider their overall experience across their three years of study when answering questions and to use the full scale in their responses rather than just agreeing or disagreeing.
More Than Assessment: Using computer-based testing software to deliver instru...ExamSoft
Ìý
Presented by Dan Thompson, Sr. Manager of Education and Assessment, ExamSoft Worldwide
Computer-based assessment software is traditionally used to assess student performance, not necessarily drive new learning. Why stop there? There is an untapped potential in how these programs are utilized to affect more than just student evaluation. Educators can work smart and not hard by using assessment software as a method of content delivery, while still taking advantage of the valuable exam delivery and data aggregation features. This presentation addresses the process of using computer-based assessment software as a way to deliver content while simultaneously assessing students and providing immediate feedback on their performance.
This document summarizes interviews with faculty about managing expectations in online courses. Faculty noted that expectations around communication, the course, technology, and students' environments need to be clearly established upfront. Instructors should also provide consistent feedback and find ways to build relationships with students despite the online format. While challenges exist in meeting all students' needs online, setting shared understandings between students and faculty can help enhance the learning experience.
The document provides guidance for completing the National Student Survey (NSS) for final year undergraduate students at the University of Gloucestershire. It explains that the NSS asks students to provide feedback on their course to help the university improve strengths and address issues. It breaks down the survey into sections on teaching quality, assessment and feedback, academic support, organization and management, and learning resources. It provides guidance on how to interpret and respond to questions within each section.
The lesson observation sheet documented a wind power station course taught on October 8, 2017. The teacher introduced the lesson with a small story and engaged students through group work, class discussions, and questions. Various teaching methods and media like worksheets and the whiteboard were used. The teacher demonstrated clear speaking skills and effective classroom management. The lesson concluded with a review and student feedback showed it was a good lesson.
The document provides guidance for students on completing the Gloucestershire Student Survey (GSS). It explains that the GSS is an internal student satisfaction survey for undergraduates in their penultimate year used to gather feedback similar to the National Student Survey. It encourages students to complete the simple online survey to help the university improve by developing action plans to address issues. The survey covers topics like teaching, assessment, academic support, course organization, learning resources, and personal development. It provides details on how to respond to different question types and reminds students that all responses will be anonymous.
This document provides a template for describing assignments to students. It recommends including the learning objective, a paragraph describing the purpose and requirements of the assignment, and specific steps students should follow to complete it. These steps should guide students through the process from preparation to submission. The description should also mention how the assignment will be graded, using a rubric, and where students can find additional resources.
The National Student Survey asks final year undergraduate students to provide feedback on their course experience. It covers teaching quality, assessment and feedback, academic support, course organization, learning resources, and personal development. The survey results help the university identify strengths and issues to improve students' experiences. The document provides guidance for students on completing the survey, including considering their overall experience over three years rather than specific modules or lecturers. It also explains the different types of feedback and support covered in the questions.
This document outlines policies and procedures for faculty at Texas A&M School of Law. It includes information about UIN numbers, activating NetIDs, accessing resources like Howdy portal, eCampus, and HR systems. It details syllabus requirements like the ABA credit hour policy and notifying students of grading policies. Exam and grading policies are specified, including maximum allowed class averages, grade submission deadlines, and the process for grade changes or appeals. Faculty evaluations and access to legal databases are also summarized.
This document discusses using peer assessment in Moodle to provide formative feedback to students in large classes. It outlines that timely feedback from instructors alone is difficult. Peer assessment can help by having students assess each other's work, which benefits both students and saves instructor time. The document reviews how to set up peer assessment in Moodle, including assigning students to review and be reviewed by others. It acknowledges limitations in Moodle and provides examples of assignments that could incorporate peer assessment, such as problem solving exercises and group literature reviews.
The document outlines characteristics of marginal teachers such as a lack of planning, classroom management issues, poor teaching skills, and deficiencies in subject matter knowledge. It provides steps principals should take to assist marginal teachers which include identifying specific areas for improvement, creating timelines and expectations, documenting progress, and providing intensive assistance such as frequent observations, additional training, and observations of master teachers. If improvement is not shown, the final phase involves potential decision making regarding the teacher's employment.
Classroom assessment is used to improve both student learning and teaching effectiveness. It involves designing assessments, administering them, and providing feedback. Assessments give teachers insight into what students are learning and how well they are teaching, while helping students analyze their own learning. The data from assessments guides teachers to improve instruction and encourages students to focus on learning course skills and knowledge. Effective assessment leads to necessary changes in teaching to further support student learning.
The document summarizes a presentation about Qstream, an online learning platform that facilitates long-term memory retention through brief daily quizzes. It discusses how Qstream works for both students and instructors, highlighting features like detailed explanations, statistics reports, and its benefits for supplementing courses, continuing education, and lifelong learning. Popular topics on Qstream include Shakespeare, and limitations include reliance on instructor time/effort and student motivation.
The document discusses major issues in student assessment and learning. It identifies five main issues: (1) Commercialization of assessment leading to poor test quality and lack of feedback. (2) Tests often only measure rote memorization and not higher-order skills. (3) Assessments need to consider different domains of learning. (4) Measurement issues include difficulties assessing affective and psychomotor domains and standardizing tests. (5) The assessment system relies too heavily on written exams without proper evaluation rubrics or performance testing.
The document discusses the pros and cons of self-study versus attending a coaching institute to prepare for competitive exams in India. While self-study provides freedom and the ability to set your own pace, it requires strong discipline, research skills, and the ability to stay focused. Coaching institutes offer structured course plans, study materials, practice tests, and teacher guidance to help students prepare. They also help with time management, revision, networking, and clarifying doubts. However, coaching institutes may move at a faster pace. Overall, the document argues that coaching institutes provide several advantages for exam preparation through their support systems and standardized curriculums.
Feedback workout for the Faculty of Education, 4 September 2014Chrissi Nerantzi
Ìý
- The document discusses feedback and assessment practices. It outlines a 3-part plan to reflect on current feedback practices, share ideas, and identify opportunities for improvement.
- Feedback should facilitate self-assessment, encourage dialogue, clarify expectations, and help close gaps in performance. Regular, high-quality feedback provides information to students and teachers.
- The document discusses various feedback types, tools, strategies, and considers feedback from different perspectives like private vs openly shared, formative vs summative, and more. It encourages developing feedback plans and guidelines.
This document provides suggestions for structuring a session to review graduate students' SGA Pathways. It discusses options for holding whole group, small group, or individual meetings. It recommends students complete online sessions and a quiz beforehand and submit a draft Pathway in advance. For group meetings, it suggests differentiating support using stations and checklists to guide students. One-on-one meetings allow for tailored feedback and are best for students in non-core placements. The document provides tips for structuring different meeting types and emphasizes preparing students in advance.
Supported experiments dissemination conference 2014: Pembrokeshire College pr...Sylvia Davies MCIPR
Ìý
Supported experiments dissemination conference held 27 March 2014 by ColegauCymru / CollegesWales with the support of the Welsh Government and the active participation of further education colleges across Wales.
This document outlines an induction session for a Postgraduate Certificate in Learning and Teaching in Higher Education program. It includes an icebreaker activity where participants introduce themselves and discuss expectations and fears. An overview of the program is then provided, covering its aims, underpinning values, and qualifications. Assessment tasks are briefly summarized in groups. Participants are asked to identify a work-based support colleague to assist with the teaching observation process and provide feedback. They are given details on the first assessment task regarding a good learning experience and deadlines. The session aims to help participants understand the program requirements and build a support network.
This document summarizes a symposium presentation on student evaluations of instructors in higher and basic education. It discusses three case studies: 1) how high school students can help design evaluation tools that assess good teaching, 2) strategies for increasing college student response rates on evaluations by giving them a voice, and 3) using evaluations to improve online course design and instruction. The presentation aims to show that student evaluations are important for providing feedback to help instructors improve teaching and learning outcomes.
I attended the Pittsburgh Summer LearnLab at Carnegie Mellon over the summer (2016). The work that I did over the week of the LearnLab went into this presentation. I conducted two linear regression models, two support vector classification models, a hierarchical clustering analytics, and a Latent Class Analysis.
Visit BobBodily.com for more information about my research.
This document summarizes interviews with faculty about managing expectations in online courses. Faculty noted that expectations around communication, the course, technology, and students' environments need to be clearly established upfront. Instructors should also provide consistent feedback and find ways to build relationships with students despite the online format. While challenges exist in meeting all students' needs online, setting shared understandings between students and faculty can help enhance the learning experience.
The document provides guidance for completing the National Student Survey (NSS) for final year undergraduate students at the University of Gloucestershire. It explains that the NSS asks students to provide feedback on their course to help the university improve strengths and address issues. It breaks down the survey into sections on teaching quality, assessment and feedback, academic support, organization and management, and learning resources. It provides guidance on how to interpret and respond to questions within each section.
The lesson observation sheet documented a wind power station course taught on October 8, 2017. The teacher introduced the lesson with a small story and engaged students through group work, class discussions, and questions. Various teaching methods and media like worksheets and the whiteboard were used. The teacher demonstrated clear speaking skills and effective classroom management. The lesson concluded with a review and student feedback showed it was a good lesson.
The document provides guidance for students on completing the Gloucestershire Student Survey (GSS). It explains that the GSS is an internal student satisfaction survey for undergraduates in their penultimate year used to gather feedback similar to the National Student Survey. It encourages students to complete the simple online survey to help the university improve by developing action plans to address issues. The survey covers topics like teaching, assessment, academic support, course organization, learning resources, and personal development. It provides details on how to respond to different question types and reminds students that all responses will be anonymous.
This document provides a template for describing assignments to students. It recommends including the learning objective, a paragraph describing the purpose and requirements of the assignment, and specific steps students should follow to complete it. These steps should guide students through the process from preparation to submission. The description should also mention how the assignment will be graded, using a rubric, and where students can find additional resources.
The National Student Survey asks final year undergraduate students to provide feedback on their course experience. It covers teaching quality, assessment and feedback, academic support, course organization, learning resources, and personal development. The survey results help the university identify strengths and issues to improve students' experiences. The document provides guidance for students on completing the survey, including considering their overall experience over three years rather than specific modules or lecturers. It also explains the different types of feedback and support covered in the questions.
This document outlines policies and procedures for faculty at Texas A&M School of Law. It includes information about UIN numbers, activating NetIDs, accessing resources like Howdy portal, eCampus, and HR systems. It details syllabus requirements like the ABA credit hour policy and notifying students of grading policies. Exam and grading policies are specified, including maximum allowed class averages, grade submission deadlines, and the process for grade changes or appeals. Faculty evaluations and access to legal databases are also summarized.
This document discusses using peer assessment in Moodle to provide formative feedback to students in large classes. It outlines that timely feedback from instructors alone is difficult. Peer assessment can help by having students assess each other's work, which benefits both students and saves instructor time. The document reviews how to set up peer assessment in Moodle, including assigning students to review and be reviewed by others. It acknowledges limitations in Moodle and provides examples of assignments that could incorporate peer assessment, such as problem solving exercises and group literature reviews.
The document outlines characteristics of marginal teachers such as a lack of planning, classroom management issues, poor teaching skills, and deficiencies in subject matter knowledge. It provides steps principals should take to assist marginal teachers which include identifying specific areas for improvement, creating timelines and expectations, documenting progress, and providing intensive assistance such as frequent observations, additional training, and observations of master teachers. If improvement is not shown, the final phase involves potential decision making regarding the teacher's employment.
Classroom assessment is used to improve both student learning and teaching effectiveness. It involves designing assessments, administering them, and providing feedback. Assessments give teachers insight into what students are learning and how well they are teaching, while helping students analyze their own learning. The data from assessments guides teachers to improve instruction and encourages students to focus on learning course skills and knowledge. Effective assessment leads to necessary changes in teaching to further support student learning.
The document summarizes a presentation about Qstream, an online learning platform that facilitates long-term memory retention through brief daily quizzes. It discusses how Qstream works for both students and instructors, highlighting features like detailed explanations, statistics reports, and its benefits for supplementing courses, continuing education, and lifelong learning. Popular topics on Qstream include Shakespeare, and limitations include reliance on instructor time/effort and student motivation.
The document discusses major issues in student assessment and learning. It identifies five main issues: (1) Commercialization of assessment leading to poor test quality and lack of feedback. (2) Tests often only measure rote memorization and not higher-order skills. (3) Assessments need to consider different domains of learning. (4) Measurement issues include difficulties assessing affective and psychomotor domains and standardizing tests. (5) The assessment system relies too heavily on written exams without proper evaluation rubrics or performance testing.
The document discusses the pros and cons of self-study versus attending a coaching institute to prepare for competitive exams in India. While self-study provides freedom and the ability to set your own pace, it requires strong discipline, research skills, and the ability to stay focused. Coaching institutes offer structured course plans, study materials, practice tests, and teacher guidance to help students prepare. They also help with time management, revision, networking, and clarifying doubts. However, coaching institutes may move at a faster pace. Overall, the document argues that coaching institutes provide several advantages for exam preparation through their support systems and standardized curriculums.
Feedback workout for the Faculty of Education, 4 September 2014Chrissi Nerantzi
Ìý
- The document discusses feedback and assessment practices. It outlines a 3-part plan to reflect on current feedback practices, share ideas, and identify opportunities for improvement.
- Feedback should facilitate self-assessment, encourage dialogue, clarify expectations, and help close gaps in performance. Regular, high-quality feedback provides information to students and teachers.
- The document discusses various feedback types, tools, strategies, and considers feedback from different perspectives like private vs openly shared, formative vs summative, and more. It encourages developing feedback plans and guidelines.
This document provides suggestions for structuring a session to review graduate students' SGA Pathways. It discusses options for holding whole group, small group, or individual meetings. It recommends students complete online sessions and a quiz beforehand and submit a draft Pathway in advance. For group meetings, it suggests differentiating support using stations and checklists to guide students. One-on-one meetings allow for tailored feedback and are best for students in non-core placements. The document provides tips for structuring different meeting types and emphasizes preparing students in advance.
Supported experiments dissemination conference 2014: Pembrokeshire College pr...Sylvia Davies MCIPR
Ìý
Supported experiments dissemination conference held 27 March 2014 by ColegauCymru / CollegesWales with the support of the Welsh Government and the active participation of further education colleges across Wales.
This document outlines an induction session for a Postgraduate Certificate in Learning and Teaching in Higher Education program. It includes an icebreaker activity where participants introduce themselves and discuss expectations and fears. An overview of the program is then provided, covering its aims, underpinning values, and qualifications. Assessment tasks are briefly summarized in groups. Participants are asked to identify a work-based support colleague to assist with the teaching observation process and provide feedback. They are given details on the first assessment task regarding a good learning experience and deadlines. The session aims to help participants understand the program requirements and build a support network.
This document summarizes a symposium presentation on student evaluations of instructors in higher and basic education. It discusses three case studies: 1) how high school students can help design evaluation tools that assess good teaching, 2) strategies for increasing college student response rates on evaluations by giving them a voice, and 3) using evaluations to improve online course design and instruction. The presentation aims to show that student evaluations are important for providing feedback to help instructors improve teaching and learning outcomes.
I attended the Pittsburgh Summer LearnLab at Carnegie Mellon over the summer (2016). The work that I did over the week of the LearnLab went into this presentation. I conducted two linear regression models, two support vector classification models, a hierarchical clustering analytics, and a Latent Class Analysis.
Visit BobBodily.com for more information about my research.
The document discusses the education and examination system in Pakistan. It covers several key points:
- Pakistan uses both internal and external assessment methods to examine students, with internal focusing on continuous evaluation and external involving outside examiners.
- Universities have adopted measures like continuous internal assessment, semester systems, and question banks to improve the evaluation process.
- The semester system divides the academic year into two terms, allowing for more continuous learning and assessment while reducing exam stress.
- Question banks are curated test item libraries that cover the entire syllabus and can be used for formative and summative evaluations.
- Both internal and external assessments have advantages like engaging students continuously or encouraging competitiveness, but
The document summarizes key points from a book about improving student learning through assessment and feedback. It describes a case study of a program that had many innovative coursework assignments but students did not put in much effort or find the feedback useful. The program lacked formative assessment, had too much assessment variety, and provided feedback too slowly. The document recommends focusing assessment, increasing formative tasks, reducing variety, separating feedback from marks, and ensuring consistency across courses to improve the student experience and learning.
The document summarizes research conducted on questioning techniques in Further Education (FE). It analyzed the types of questions teachers asked, the level of questions, and wait time between questions. Observations found that most questions were low-level, with little wait time. To address this, the researcher created a Questioning Tool to help teachers plan higher-order questions, choose response methods, and reflect on their questioning. Teachers testing the tool found it useful for lesson planning and evaluating their questioning techniques. The researcher recommends using the tool, coaching, and further observations to improve teacher questioning in FE.
TYPES FEEDBACK ASKED FROM STUDENTS.pptxDrNamrataMane
Ìý
This document discusses the importance and types of feedback that can be gathered from students. There are two main types of feedback: formative, which is collected during the course to allow changes, and summative, which is collected at the end. Formative feedback includes early-term and mid-term feedback methods like questionnaires and the "stop-start-continue" exercise. Gathering feedback benefits engagement, discipline, differentiation, and self-improvement. When collecting feedback, ask good questions, create optimal conditions, and act on the responses.
This document discusses evaluation and grading in education. It defines evaluation as making overall judgments about student work or a school's work. Evaluation is used to generate grades and promote learning. However, grades do not always precisely measure learning and are not entirely objective. The document proposes several ways to change evaluation processes to better promote learning, such as focusing on learning processes, reducing stress, incorporating more formative feedback, and involving students in self-assessment and peer assessment. Constructive feedback should be specific, focused on issues, and based on observations to be most effective.
This document discusses using mid-course evaluations in online courses to check that the course is on track and to get feedback from students. It provides examples of mid-course evaluation questions, statistics on student responses, and how the instructor addressed issues that arose. Key benefits identified are allowing corrections during the course, providing more information than end-of-course evaluations, and helping students stay on track. Sample questions are presented that could be used for a mid-course evaluation, and how the feedback could help students improve their performance.
This document summarizes key themes from a presentation on improving assessment practices through a programme approach. It discusses 3 themes: 1) Many programmes have high summative assessments and low formative assessments, treating summative assessments as the primary "pedagogy". 2) Feedback is often disconnected from future work and assessments. 3) Students are often confused by lack of clear standards and inconsistencies between markers. The presentation provides case studies of programmes that have improved practices by lowering summative work, increasing engaging formative tasks, providing more dialogic feedback, and clarifying expectations and standards through activities like calibration exercises and exemplars.
The document describes a research project analyzing questioning techniques in further education. It involved observing lessons to classify questions, developing a questioning tool for teachers, and having teachers complete a survey on their own questioning. The observations found that most questions were low-order recall questions, with little wait time. The questioning tool provides a framework to help teachers plan for higher-order, open questions and reflection. Initial feedback from teachers indicated the tool would help improve their questioning practices.
The document discusses the challenges of measuring the long-term impact of a university learning development service called The Learning Hub. It describes the service's evaluation strategy, which tracks attendance, satisfaction, and short-term benefits, but found it difficult to measure longer-term impact. A new project developed a cohort study tool to help address this by surveying students' confidence in skills before and after using the service. The study found gains in some skills but reductions in others, and the tool identified students for follow-up. However, the tool also had limitations and raised more questions. Future plans include testing other evaluation methods.
This document provides an overview of classroom assessment. It defines classroom assessment as formative rather than summative, involving practical classroom activities and dialogue between teachers and learners. It discusses three key types of classroom assessment: providing feedback on tasks, effective questioning, and self-assessment and peer-assessment. The document emphasizes that classroom assessment should focus on supporting learning, help learners understand goals and progress, and help teachers improve instruction. It provides examples of techniques for each type of assessment.
This document discusses classroom assessment techniques and their use. It explains that teachers should decide what they want to learn from assessments and choose techniques that provide feedback and fit their teaching style. The techniques should be explained to students and results reviewed to make changes. Students should be informed how the results will be used. Using assessments frequently provides short-term feedback and information with less time than tests. It can foster rapport and encourage viewing teaching as formative. For students, it helps monitor learning and provides evidence the instructor cares about learning. The essential steps in assessment for learning are setting clear goals, selecting appropriate techniques, using assessment to motivate students, adjusting instruction based on results, and communicating with parents.
This document discusses a mid-module review process used in a first year maths module delivered to engineering students. The review aims to encourage student responsibility for learning through self-assessment, peer feedback, and reflection. Students complete weekly worksheets and logbooks and attend mandatory feedback sessions.
At week 5 of the first semester, the mid-module review identified issues like some students wanting more help, not feeling confident to pass the exam, or not understanding assessments. The feedback was addressed by leaving more solutions, pointing students to past papers, and adjusting worksheets and logbooks. A similar process at week 6 of the second semester also provided feedback that was addressed, like providing different solution methods or longer feedback sessions. Focus groups further
TxDLA 2018 presentation - Online Learning Strategies and Student Orientationltingting
Ìý
In this presentation we
- review literature and lessons learned in our own teaching and support experiences
- discuss factors contributing to academic tenacity and student success in online learning
- provide insights for teachers.
Top Ten Things Learned From Ten Years of Online Statistics Teaching (Michelle...statisfactions
Ìý
Here are the slides for Dr. Michelle Everson's presentation to the Winter 2014 Meeting of the American Statistical Association's Twin Cities Chapter, focused on statistics education. Dr. Everson is Senior Lecturer in the Department of Educational Psychology at the University of Minnesota—Twin Cities.
The document discusses effective marking and feedback practices that support student progress, such as feedback close to completion and allowing time to implement feedback. It also emphasizes the importance of developing student metacognition through reflection on successes, difficulties, and planning for improvement. Next steps include departments evaluating their marking policies and progress trackers and developing a whole-school approach to metacognition.
Next steps in blended learning, Presentation at University of TampaTanya Joosten
Ìý
This document discusses next steps for perfecting the blend of online and face-to-face teaching. It addresses five issues: 1) avoiding the "course and a half" problem of excessive workload by streamlining content and seeking help; 2) re-examining learning objectives to ensure activities align with goals; 3) developing strategies to build social presence and connectivity online through communication; 4) providing collaborative learning opportunities to build an online community; and 5) managing time carefully through scheduling, records, and clear expectations. Breakout groups discuss and respond to these issues on a wiki page with suggestions for enhancing social presence, collaborative learning, and addressing time management challenges.
1. The document discusses TESTA (Transforming the Experience of Students Through Assessment), a mixed-methods approach to understanding assessment practices and their impact on student learning.
2. TESTA addresses three common problems: variations in assessment leading to uncertainty about quality, an over-reliance on high-stakes summative assessment over formative assessment, and disconnection between feedback and future work.
3. The data from TESTA highlights four key themes: large variations in assessment patterns between programmes; high levels of summative assessment and low levels of formative assessment; disconnected feedback that does not feed into future work; and student confusion about learning goals and standards due to inconsistent practices.
How to Configure Flexible Working Schedule in Odoo 18 EmployeeCeline George
Ìý
In this slide, we’ll discuss on how to configure flexible working schedule in Odoo 18 Employee module. In Odoo 18, the Employee module offers powerful tools to configure and manage flexible working schedules tailored to your organization's needs.
Computer Network Unit IV - Lecture Notes - Network LayerMurugan146644
Ìý
Title:
Lecture Notes - Unit IV - The Network Layer
Description:
Welcome to the comprehensive guide on Computer Network concepts, tailored for final year B.Sc. Computer Science students affiliated with Alagappa University. This document covers fundamental principles and advanced topics in Computer Network. PDF content is prepared from the text book Computer Network by Andrew S. Tenanbaum
Key Topics Covered:
Main Topic : The Network Layer
Sub-Topic : Network Layer Design Issues (Store and forward packet switching , service provided to the transport layer, implementation of connection less service, implementation of connection oriented service, Comparision of virtual circuit and datagram subnet), Routing algorithms (Shortest path routing, Flooding , Distance Vector routing algorithm, Link state routing algorithm , hierarchical routing algorithm, broadcast routing, multicast routing algorithm)
Other Link :
1.Introduction to computer network - /slideshow/lecture-notes-introduction-to-computer-network/274183454
2. Physical Layer - /slideshow/lecture-notes-unit-ii-the-physical-layer/274747125
3. Data Link Layer Part 1 : /slideshow/lecture-notes-unit-iii-the-datalink-layer/275288798
Target Audience:
Final year B.Sc. Computer Science students at Alagappa University seeking a solid foundation in Computer Network principles for academic.
About the Author:
Dr. S. Murugan is Associate Professor at Alagappa Government Arts College, Karaikudi. With 23 years of teaching experience in the field of Computer Science, Dr. S. Murugan has a passion for simplifying complex concepts in Computer Network
Disclaimer:
This document is intended for educational purposes only. The content presented here reflects the author’s understanding in the field of Computer Network
QuickBooks Desktop to QuickBooks Online How to Make the MoveTechSoup
Ìý
If you use QuickBooks Desktop and are stressing about moving to QuickBooks Online, in this webinar, get your questions answered and learn tips and tricks to make the process easier for you.
Key Questions:
* When is the best time to make the shift to QuickBooks Online?
* Will my current version of QuickBooks Desktop stop working?
* I have a really old version of QuickBooks. What should I do?
* I run my payroll in QuickBooks Desktop now. How is that affected?
*Does it bring over all my historical data? Are there things that don't come over?
* What are the main differences between QuickBooks Desktop and QuickBooks Online?
* And more
How to Setup WhatsApp in Odoo 17 - Odoo ºÝºÝߣsCeline George
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Integrate WhatsApp into Odoo using the WhatsApp Business API or third-party modules to enhance communication. This integration enables automated messaging and customer interaction management within Odoo 17.
Mate, a short story by Kate Grenville.pptxLiny Jenifer
Ìý
A powerpoint presentation on the short story Mate by Kate Greenville. This presentation provides information on Kate Greenville, a character list, plot summary and critical analysis of the short story.
Useful environment methods in Odoo 18 - Odoo ºÝºÝߣsCeline George
Ìý
In this slide we’ll discuss on the useful environment methods in Odoo 18. In Odoo 18, environment methods play a crucial role in simplifying model interactions and enhancing data processing within the ORM framework.
Finals of Rass MELAI : a Music, Entertainment, Literature, Arts and Internet Culture Quiz organized by Conquiztadors, the Quiz society of Sri Venkateswara College under their annual quizzing fest El Dorado 2025.
Blind Spots in AI and Formulation Science Knowledge Pyramid (Updated Perspect...Ajaz Hussain
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This presentation delves into the systemic blind spots within pharmaceutical science and regulatory systems, emphasizing the significance of "inactive ingredients" and their influence on therapeutic equivalence. These blind spots, indicative of normalized systemic failures, go beyond mere chance occurrences and are ingrained deeply enough to compromise decision-making processes and erode trust.
Historical instances like the 1938 FD&C Act and the Generic Drug Scandals underscore how crisis-triggered reforms often fail to address the fundamental issues, perpetuating inefficiencies and hazards.
The narrative advocates a shift from reactive crisis management to proactive, adaptable systems prioritizing continuous enhancement. Key hurdles involve challenging outdated assumptions regarding bioavailability, inadequately funded research ventures, and the impact of vague language in regulatory frameworks.
The rise of large language models (LLMs) presents promising solutions, albeit with accompanying risks necessitating thorough validation and seamless integration.
Tackling these blind spots demands a holistic approach, embracing adaptive learning and a steadfast commitment to self-improvement. By nurturing curiosity, refining regulatory terminology, and judiciously harnessing new technologies, the pharmaceutical sector can progress towards better public health service delivery and ensure the safety, efficacy, and real-world impact of drug products.
Finals of Kaun TALHA : a Travel, Architecture, Lifestyle, Heritage and Activism quiz, organized by Conquiztadors, the Quiz society of Sri Venkateswara College under their annual quizzing fest El Dorado 2025.
How to use Init Hooks in Odoo 18 - Odoo ºÝºÝߣsCeline George
Ìý
In this slide, we’ll discuss on how to use Init Hooks in Odoo 18. In Odoo, Init Hooks are essential functions specified as strings in the __init__ file of a module.
2. 3 questions about midterm evaluations
Why?
The benefits: Why
does it matter?
What?
What is the midterm
evaluation and what
questions does its
questionnaire
include?
How?
The methodology:
How to conduct a
midterm evaluation?
2
3. What is the midterm evaluation?
3
 Is conducted in the middle of the semester.
 Enables professors to gather feedback from students on their teaching
methods and the content of the course.
 Addresses problems and weaknesses up to that point of semester, as
well as emphasizes strengths.
 Is conducted at the discretion of professors to make adjustments and
improve their course based on the students’ comments.
4. What to ask
What aspect of the course is helping you
to learn and what are you struggling with?
What changes should the instructor make
in order to enhance the learning process?
What can you do differently in order to
boost your learning experience?
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5. Why does midterm evaluation matter?
Midterm evaluations provide instructors:
• Insights on students’ expectations and perceptions regarding the
teaching process to upgrade the course to the benefit of the students.
• An ability to resolve students’ problems and concerns earlier than
before.
• An opportunity to improve course outcomes by the end of semester.
• A communication channel with students to discuss any
misconceptions and find new teaching strategies.
5
6. Why does midterm evaluation matter?
6
Midterm evaluations provide students
• Ability to leave comments and express
concerns earlier than the end of the semester.
• Feeling that they are empowered to form their
own educational process.
• Opportunity to be engaged more and enhance
their learning process.
7. 7
 The paper-based method: takes 20 minutes to distribute and complete. The
review process of results is much more complicated, unlike the other methods.
 Class or group discussions: Fear of speaking out may cause students to be less
honest and many good ideas can be unheard and unrecorded.
 Face-to-face discussions between an instructor and a student: It is time-
consuming and most of the students are less honest during this type of evaluation.
 Anonymous online surveys (inside or outside the classroom): Provides
more honest feedback and takes less time. However, if conducted outside the class,
instructors can’t control the participation rate and there may be problems or
misconceptions that may lead to less objective results.
How to conduct midterm evaluations
8. 8
How to conduct midterm evaluation
Live Polls:
 Easy-to-conduct evaluation method.
 Take less time than the other methods (10 minutes).
 Increase the participation rate.
 Allow the instructor to solve problems or
misconceptions during the evaluation process.
 Create a channel of discussion of the results after the
polling process ends.