Enhancing Teaching and Learning Through Assessment: Deriving by Steve Frankland

By Steve Frankland

Review is the everyday life of a instructor; designing plans, atmosphere questions, giving suggestions and grading are all actions that lecturers adopt usually. This booklet presents a pragmatic advisor at the potent use of evaluation. It contains using evaluation instruments and pedagogical layout that aid scholars deepen their studying. significant matters on evaluate and a few very good examples are awarded as an invaluable source to college lecturers in bettering instructing and scholars' studying.

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Example text

Responses to Question 6 Table 9 indicates that the majority of staff members 2 The third feature is that many of these methods require Responses to Q6 to a large extent before the department adopted it used SOLO as a model and adapted it Total of positive responses "band descriptors" are easier than SOLO SOLO is difficult Total of negative responses In one interview, Question 5 was not asked so only 13 responses (not 14) were recorded for this interviewee. Views on the Adoption and Implementation of the SOLO Taxonomy Responses to Q7 it provides a model / an overall view clarifies focus easy to use 2003/04.

1995). Assumptions Underlying New Approaches to Educational Assessment: Implications for Hong Kong. Curriculum Forum 4, 1-22. Boulton-Lewis, G. (1994). Tertiary students' knowledge of their own learning and a SOLO Taxonomy. Higher Education 28, 387-402. Boulton-Lewis, G. (1995). The SOLO Taxonomy as a Means of Shaping and Assessing Learning in Higher Education. Higher Education Research and Development 14, (2), 143-154. Burnett, P. (1999). Assessing the structure of learning outcomes from counselling using the SOLO taxonomy: an exploratory study.

Table 6 and Table 7 above demonstrate several characteristics of the assessment tasks used by staff members in the English department. First, a large variety of assessment methods were employed. A total of nine different types were recorded. In terms of effectiveness, no one particular type was regarded as "the most effective". It depended upon the objectives of the assessment. Second, some assessment tasks involve on-going reflective critical thinking, such as journal writing, and web discussion.

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