ASSESSING in HIGHER EDUCATION This is the second in a series of blogs on assessment, which forms part of a larger series of blogs on
Category: connected learning
ASSESSMENT in HE pt 3
This is the third in a series of blogs on assessment, which forms part of a larger series of blogs on the importance of starting
THE CONTINUOUS RETRIEVAL APPROACH
Assessing for learning needn’t be signposted by explicit formative tasks. Formative assessment can be implicitly woven into your teaching, and this can be achieved by
START STRONG, FINISH STRONG – strategy 1
In the previous post, I introduced the rationale for implementing a range of strategies to help students start strong in their University courses. The implications
START STRONG, FINISH STRONG
A STRATEGY FOR PRE-CENSUS LEARNING DESIGN RATIONALE the data suggest that students who start strong finish strong Enabling students to make educated decisions about whether
SCHEMA
When we attend to information or stimuli in our environment, our brain goes through a process of assimilation, accommodation or cognitive dissonance. Whether the encoding
LEARNING DESIGN by Paul G Moss 