By Heather Fry, Steve Ketteridge, Stephanie Marshall, Steven Ketteridge

ISBN-10: 0749438770

ISBN-13: 9780749438777

Guide for these constructing their services and figuring out of training in greater schooling. presents a beginning within the suitable pedagogic ideas and examine. up-to-date and revised to mirror the quick alterations in greater schooling; resembling larger use of know-how in educating and widening pupil variety. earlier ed: c1999. Hardcover, softcover to be had from the writer.

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Four ‘domains’ of intended learning outcomes for programmes of study in higher education in the UK, proposed in the Dearing Report (NICHE, 1997, recommendation 21), have been used for a variety of purposes, including organizing teaching and learning. They include: • • • • knowledge and understanding; key skills: communication, numeracy, IT, learning to learn; cognitive skills (eg, ability in critical analysis); subject-specific skills (eg, laboratory skills). For some disciplines and in some universities, specification based on these four ‘domains’ would present no problem because current practice is very similar.

While the distinction may not always be a true one – less formal assessments may be summated and included in summative assessment, and failing a summative assessment may be most formative – this chapter concentrates on the formal, summative assessment and the principles underpinning it. 42 Principles of student assessment l 43 As part of its recent (1998–2001) and final round of Subject Reviews, the Quality Assurance Agency for Higher Education (QAA) asked the following questions within its inspections (QAA, 1997), making it clear that it regards assessment as a central component of the teaching and learning process.

3 Suggested words for outcome level statements (cognitive domain) Level Suggested Words Evaluation Synthesis Analysis Application Comprehension Knowledge Judge, appraise, evaluate, compare, assess Design, organize, formulate, propose Distinguish, analyse, calculate, test, inspect Apply, use, demonstrate, illustrate, practice Describe, explain, discuss, recognize Define, list, name, recall, record (Adapted from Bloom, 1956) possible words that have been identified as useful for this purpose. It is easy to see that a common characteristic of all of these words, no matter what the level, is that they are unambiguous action verbs.

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A Handbook for Teaching and Learning in Higher Education: Enhancing Academic Practice by Heather Fry, Steve Ketteridge, Stephanie Marshall, Steven Ketteridge

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