Methodology
المؤلف:
Gillian Hallam & Clare Glanville
المصدر:
Enhancing Teaching and Learning through Assessment
الجزء والصفحة:
P247-C21
2025-07-15
409
Methodology
In the first week of the semester, the students were advised of the new assessment policy, the requirement to implement CRA in new units and the role of the unit coordinator as Teaching Fellow as part of the university's community of practice. They were told that ITN338 was serving as a pilot unit to review and evaluate CRA in the context of a postgraduate course, to feed into the requirements for the new Masters course. The assessment tasks and the associated assessment criteria and standards were discussed with students in class. They were also invited to contribute to the evaluation of the pilot at the end of the semester, with the results of the evaluation to be presented at a Teaching Fellow Symposium at the end of the year. The sessional teacher was, of course, fully aware of the experimental nature of CRA in the unit and that she would also be asked to provide her own perspectives on the process.
The methods of evaluation were proposed:
• The standard Student Evaluation of the Unit (SEU)/ Student Evaluation of Teaching (SET) as a combined instrument
• A survey instrument seeking the students' response to the series of interlinked assessment items driving the learning activities 'to blend process with product' and the pilot project as part of CRA policy implementation
• A semi-structured interview with the sessional teacher
The evaluation activities were scheduled for the last two weeks of the semester. While it had initially been hoped to run a series of focus groups to capture more qualitative data from the students, logistically this did not prove feasible. The interview with the sessional teacher was conducted by a research assistant who had gained considerable experience in CRA issues through her work on a Faculty teaching and learning grant.
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