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In terms of summative assessment, these case studies require students to produce one or more outputs between them (generally a report and/or presentation/poster) and we have used group meetings with supervisors and feedback sessions to provide the formative assessment. In order to produce an individual student mark, we use confidential peer assessment forms and/or an individual executive summary to go with the group output.

There is much literature on this subject and our suggestion of some good reads are booklets 9 and 12 of the LTSN Generic Centre Assessment Booklet Series and the SEDA paper 102 ‚Peer Assessment in Practice‘. Are Case Studies a Good Learning Approach for All Students? It should be acknowledged that styles and modes of learning vary from student to student.

Our case studies are predominantly coursework-based however, this style of work may not be suited to everyone. Some students may work more efficiently in a formal and time-constrained setting, such as an examination, and although this may not be the better mode of learning, it is one to which they have become thoroughly accustomed to at school. One way in which we have tackled this, in some of our case studies, is to have both coursework and exam assessment on the case study content. Provided that a balance in learning styles is maintained in the overall course then the students are able to develop a range of skills and no student selecting the correct mobile or portable phone cases model number away from iPhone 8 Case iPhone 7 Flowers Gift For Girlfriend Galaxy S8 Plus Samsung S7 Edge iPhone 6 Plus Florals Nike Print Samsung Note 8 J7 A9 TB11 these particular cases should keep any specific mobile or portable phone safe should be unfairly disadvantaged compared to another.

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Group working may also not be suited to all students. Our feedback on group work has shown that this presented a particular problem for some students.

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Most students recognise its importance for developing key skills, but many commented on the uneven workload within their groups. Comments included rn’It’s not fair when other members of the group do not provide any input or aid the group effort yet still get marks. ‚ rn’I don’t like working as part of a team because there are always lazy people who don’t do any work and if you don’t want that to affect your own mark you end up doing everything. I work well in a team and am quite a good organiser, but tend to do too much of the work.

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‚ In response to this feedback, we developed a way of tackling the issue of uneven workload. We piloted formal group sessions with the lecturer in one of our case studies (see case study example 3 for details). Student feedback was positive and we feel that this has gone part way to helping the students. Positive comments made included: rn’They (the group sessions) enabled the group to set specific targets and identify the roles of each individual‘ rn’A good way of motivating people to actually do some work and not to leave it to the last minute!‘ Evaluating Your Teaching It is all very well to promote case studies as a good form of teaching, but how do you evaluate whether they are meeting the objectives set for them in terms of increasing student enjoyment/motivation, content coverage and depth of learning? Evaluating students‘ learning can be problematic but essential to ensure good teaching.

Some suggestions for evaluation are as follows: Questionnaire (closed questions): These ask for a specific answer – a circle round an option, items to be ranked etc there are many standard university versions of this type of questionnaire. This approach can be cost-effective for pro-cessing the data and interpreting the results.

However, they limit the responses from the students to predetermined answers. Questionnaire (open-ended questions): These allow students to fully explain their views and justify their answers. However, it can take time to analyse and interpret the results. We tend to use this approach, particularly with the introduction of new case studies, as we feel the questions evoke more personal and informative answers from students.

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