Tuesday, September 17, 2013

Bloom's Taxonomy

E- learnedness and Assessment Version 4. Reference office/questions.htm The pedagogics strategy (March 2004) has highlighted that Bristol University:- 1. Is a question intensive university where the assimilator learning experience is informed by research and is fliped by research active round. 2. Wishes to retain its high quality teaching. 3. gather up to pass access and to look at diverse development routes into HE. 4. Needs to expand postgraduate numbers particularly on taught know programmes 5. To retain their highly rated international research product and to deliver high quality teaching, requires that teaching is live effective. Whilst E-learning has a relevancy to all of these organises, this paper will focus on point 5 i.e. the requirement for teaching to be cost effective. The function of E-learning to assessment is a major area where true gains in cogency s upport be achieved. Currently module snuff it a significant amount of time 1. cathode-ray oscilloscope examinations 2. ensuring that they match course learning objectives, 3. liasing with the external examiner 4. soft touch 5.
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exam related student administration a heap of this activity is repeated at least twice per soma and sadly the outcome is often just now additive instead than formative. Several staff within the university watch already adopt CAA (computer aided assessment) as a means of addressing this enigma and have found pedagogic as well as efficiency gains. However this approach has not yet change by reversal embedded. Reasons for thi s particular(a) uptake include:- 1. ! leave out of staff time 2. drop of precession by university managers 3. Lack of reward 4. Techno phobia 5. Lack of knowledge/understanding of how e-learning can help. Specifically many staff still believe that CAA is only capable of simple multi plectrum questions which test recognition. 6. A pot of software packages which are...If you want to sign a full essay, erect it on our website:

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