Titlebook: Assessment for Learning Within and Beyond the Classroom; Taylor’s 8th Teachin Siew Fun Tang,Loshinikarasi Logonnathan Conference proceeding

原来

FLEET

名字的误用

痛苦一下

Students’ Perceptions About Assessment Modes for Service-Learning Modulesnalysed quantitatively using SPSS 20 with the method of descriptive analysis. The key findings of this paper indicate that the diploma and degree students favour the current assessment modes which include reflection, presentation and fieldwork. Hence, these findings are in line with Millican’s (Stud

ATOPY

SHINE Point Templates: The Taylor’s Journey to Capture the Essence of Extra-Curricular Assessmentinterview. The findings surmised that the definition of “competitions” needed to be amended to better distinguish competitions from other activity types such as celebrations, to ensure the competition point templates were fit-for-purpose. Another key realisation underscored the importance of the SHI

直觉好

caldron

Assessing the Critical Reading Skills of Postgraduate Students: Perspectives of Supervisors and Supe findings revealed that there was a significant difference in the assessment of critical reading skills of postgraduate students from the perspectives of supervisors and postgraduate students. Students perceived that they had a higher moderate level of readiness compared to supervisors. Supervisors

使苦恼

OSCE Standard Setting by Borderline Regression Method in Taylor’s Clinical Schoolsed on the following two research questions: (1) What is the difference in cut-off (pass mark) of OSCE if BRM standard setting is applied? (2) What is the difference in OSCE pass rate if BRM is applied? The results of EOS 5 and EOS 7 were tabulated, and the BRM standard setting was applied to these

locus-ceruleus

diabetes

A Case Study on Twenty-First-Century Students Skills Assessment Using Morfothis case study. The results of the study indicated that this assessment efficiently assesses all the 4Cs for an introductory computing course. It is also noticed that the respondents are able to engage well in twenty-first-century learning tasks that optimize their classroom performance.