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GEES Assessment for Learning Conference held at the University of Manchester on 22 June 2009 GEES学习评估会议于2009年6月22日在曼彻斯特大学举行
People & the planet Pub Date : 2010-12-01 DOI: 10.11120/PLAN.2010.00230083
A. Dobrea
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引用次数: 0
Assessment criteria and standards of the Geography Dissertation in the UK 英国地理论文的评价标准和标准
People & the planet Pub Date : 2010-12-01 DOI: 10.11120/PLAN.2010.00230018
D. Nicholson, Margaret E. Harrison, B. Whalley
{"title":"Assessment criteria and standards of the Geography Dissertation in the UK","authors":"D. Nicholson, Margaret E. Harrison, B. Whalley","doi":"10.11120/PLAN.2010.00230018","DOIUrl":"https://doi.org/10.11120/PLAN.2010.00230018","url":null,"abstract":"Abstract Undergraduate dissertations may provide up to one third of the weighting of the final year of a degree in Geography and are seen as important indicators of graduates’ independent research ability by prospective employers. This project examines the standards, criteria and assessment of the Geography dissertation in the UK. All Geography Departments in the UK were invited to complete a questionnaire survey that explored a range of aspects related to dissertations including format, assessment criteria and marking procedures. Responses were received from 24 Departments. The findings suggest that there is broad consensus in many areas including product format, study period, assessment criteria, and rigour and transparency in marking procedures. However, in other areas, including credit weighting, procedures followed in the event of a disagreement over marks, and interpretation of assessment criteria to students, there is wide variation in practice. Some suggestions are made to enhance equivalence and consistency in dissertation work.","PeriodicalId":85255,"journal":{"name":"People & the planet","volume":"18 1","pages":"18 - 24"},"PeriodicalIF":0.0,"publicationDate":"2010-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73340195","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
Investigating students’ responses to different styles of essay feedback 调查学生对不同风格的论文反馈的反应
People & the planet Pub Date : 2010-12-01 DOI: 10.11120/plan.2010.00230046
Jasper Knight
{"title":"Investigating students’ responses to different styles of essay feedback","authors":"Jasper Knight","doi":"10.11120/plan.2010.00230046","DOIUrl":"https://doi.org/10.11120/plan.2010.00230046","url":null,"abstract":"Abstract This report describes some of the major outcomes of a GEES Subject Centre Small-Scale Project, run in the 2007–08 academic year, where first-year undergraduate students in Geography were provided with feedback on an assessed essay in one of eight different styles. These different feedback styles were evaluated by students through pre- and post-session anonymous questionnaires. This report makes a preliminary evaluation of students’ responses to these different feedback styles and considers the implications of these styles for student learning.","PeriodicalId":85255,"journal":{"name":"People & the planet","volume":"12 1","pages":"46 - 52"},"PeriodicalIF":0.0,"publicationDate":"2010-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85310169","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Using an individual volunteer project to provide an innovative learning and assessment experience in the field of sustainability 利用个人志愿者项目，在可持续发展领域提供创新的学习和评估经验
People & the planet Pub Date : 2010-12-01 DOI: 10.11120/PLAN.2010.00230078
Mary Dengler, Diana L. Williams
{"title":"Using an individual volunteer project to provide an innovative learning and assessment experience in the field of sustainability","authors":"Mary Dengler, Diana L. Williams","doi":"10.11120/PLAN.2010.00230078","DOIUrl":"https://doi.org/10.11120/PLAN.2010.00230078","url":null,"abstract":"Abstract Sustainability is a relatively young field which in the past decade, has seen increased media coverage, employment opportunities and student interest. ‘Principles of Environmental Sustainability’ is a Masters Level module whose innovative curriculum delivery features a complement of active learning methods and constructively aligned assessments. These are designed to engage students through practice to apply theories that address challenges of a societal shift to sustainability. This paper outlines how an individual volunteer project provides a learning environment that encourages both the social and academic integration of a diverse student group. Details of the assessment strategy and methods for providing formative feedback through self and peer evaluation are explained.","PeriodicalId":85255,"journal":{"name":"People & the planet","volume":"46 1","pages":"78 - 82"},"PeriodicalIF":0.0,"publicationDate":"2010-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82086213","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Bringing digital stories into assessment 将数字故事引入评估
People & the planet Pub Date : 2010-12-01 DOI: 10.11120/PLAN.2010.00230063
Kelly Wakefield, Derek France
{"title":"Bringing digital stories into assessment","authors":"Kelly Wakefield, Derek France","doi":"10.11120/PLAN.2010.00230063","DOIUrl":"https://doi.org/10.11120/PLAN.2010.00230063","url":null,"abstract":"Abstract Since 2007, the Geography and Development Studies department at the University of Chester has incorporated the use of student-generated digital stories into a core 20 credit, first year module ‘Foundations for Successful Studentship’. This innovative approach to the fieldwork element of the module provides students with the opportunity to design and create their own digital story. This paper considers student and staff perceptions of this technology and reflects upon the practice of bringing digital stories into assessment and the techniques used.","PeriodicalId":85255,"journal":{"name":"People & the planet","volume":"153 1","pages":"63 - 67"},"PeriodicalIF":0.0,"publicationDate":"2010-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77466840","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 11
Diversity in Level 1 GEES Assessment: moving from less of more to more of less 1级GEES评估的多样性:从“多或少”到“多或少”
People & the planet Pub Date : 2010-12-01 DOI: 10.11120/plan.2010.00230025
T. Stott
{"title":"Diversity in Level 1 GEES Assessment: moving from less of more to more of less","authors":"T. Stott","doi":"10.11120/plan.2010.00230025","DOIUrl":"https://doi.org/10.11120/plan.2010.00230025","url":null,"abstract":"Abstract This article reports on an analysis of assessment items in a Level 1 Earth Science and Climatology module at Liverpool John Moores University (LJMU). It examines the effect of increasing the diversity of assessment methods in the module and increasing the number of summative assessment items from 4 to 8. The effect of doubling the number of assessment items on student performance is examined. Regression analysis highlights differences in how well the marks in the 8 assessment items predict the students’ final module total. The analysis highlights how students ranked overall in the top quartile performed better in the so called ‘deep learning’ assessments (field reports, weather analysis and use of a wiki) whereas students in the lowest quartile performed better in so called ‘shallow learning’ assessments (on-line multiple choice test and the formal written examination). Individual student’s ‘assessment profiles’ are examined and strengths (high class ranking) compared with weaknesses (low class ranking). The reasons for the differences are explored and discussed in the light of students’ motivations, recently introduced ‘graduate skills mapping’ in the University and research by assessment experts.","PeriodicalId":85255,"journal":{"name":"People & the planet","volume":"23 1","pages":"25 - 32"},"PeriodicalIF":0.0,"publicationDate":"2010-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80403244","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Marks, remarks and feedback. Do we really need examinations? 标记、评论和反馈。我们真的需要检查吗?
People & the planet Pub Date : 2010-12-01 DOI: 10.11120/plan.2010.00230034
W. B. Whalley
{"title":"Marks, remarks and feedback. Do we really need examinations?","authors":"W. B. Whalley","doi":"10.11120/plan.2010.00230034","DOIUrl":"https://doi.org/10.11120/plan.2010.00230034","url":null,"abstract":"Abstract This paper explores the role of marking and feedback styles in learning and discusses ways in which academics respond to student work using the analogy of an ‘educational control system’. It is argued that using this style of thinking can help assessors to refine their approach to assessment and feedback. In engineering terms, ‘control system events’ (in this instance, for example, exams, tests and feedback) act as inputs to the next stage of (student learning) development. This paper argues that activities themselves are feedback and that marks plus associated (feedback) remarks or comments together drive the student learning process and educational attainment. This process can be assisted by making assessment terminology and criteria clear. Research on meta-cognition suggests that students need to know about the learning process, that is, what is expected of them, as much as what they ‘learn’, and that thinking styles are as important as learning styles in all assessment processes, including coursework. Examinations should provide feedback as part of the educational control system. Suggestions are made to assist the use of feedback and remarks to enhance attainment.","PeriodicalId":85255,"journal":{"name":"People & the planet","volume":"12 1","pages":"34 - 39"},"PeriodicalIF":0.0,"publicationDate":"2010-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85925887","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
From Harvard to Bradford - experiences of running a peer education for sustainable development project 从哈佛到布拉德福德——可持续发展项目同伴教育的运行经验
People & the planet Pub Date : 2009-09-01 DOI: 10.11120/PLAN.2009.00220034
P. Hopkinson, L. Sharp, S. L. Miles, L. Boyes
{"title":"From Harvard to Bradford - experiences of running a peer education for sustainable development project","authors":"P. Hopkinson, L. Sharp, S. L. Miles, L. Boyes","doi":"10.11120/PLAN.2009.00220034","DOIUrl":"https://doi.org/10.11120/PLAN.2009.00220034","url":null,"abstract":"There has been a signifi cant growth of interest and recognition in fi nding ways to bring sustainable development into the formal curriculum of UK students (Hopkinson et al., 2008, Sterling and Scott 2007, Roberts and Roberts 2007, Blewitt and Cullingford 2004). However, student learning can take place in many different settings and the ‘student experience’ comprises many diverse infl uences (refs). In this paper we provide a case study of an informal curriculum project – the Ecoversity ambassadors funded as part of a Geography, Earth and Environmental Sciences (GEES) Subject Centre small grant in 2006/7 and subsequently funded as one element of a Higher Education Funding Council for England (HEFCE) funded programme known as Ecoversity StuDent (2007-2010). The paper describes the origins of the StuDent ambassador scheme, its management, emergent data related to the impact on students and the ways in which the project evolved with time.","PeriodicalId":85255,"journal":{"name":"People & the planet","volume":"53 1","pages":"34 - 38"},"PeriodicalIF":0.0,"publicationDate":"2009-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88689104","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
C-change in GEES: Open licensing of climate change and sustainability resources in the Geography, Earth and Environmental Sciences GEES中的C-change:地理、地球和环境科学中气候变化和可持续性资源的开放许可
People & the planet Pub Date : 2009-09-01 DOI: 10.11120/PLAN.2009.00220078
Michael Sanders
{"title":"C-change in GEES: Open licensing of climate change and sustainability resources in the Geography, Earth and Environmental Sciences","authors":"Michael Sanders","doi":"10.11120/PLAN.2009.00220078","DOIUrl":"https://doi.org/10.11120/PLAN.2009.00220078","url":null,"abstract":"","PeriodicalId":85255,"journal":{"name":"People & the planet","volume":"2 3 1","pages":"78 - 79"},"PeriodicalIF":0.0,"publicationDate":"2009-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73411583","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Facebook: An educational support tool for teaching Earth Science Facebook:地球科学教学的教育支持工具
People & the planet Pub Date : 2009-09-01 DOI: 10.11120/PLAN.2009.00220056
David Selby
{"title":"Facebook: An educational support tool for teaching Earth Science","authors":"David Selby","doi":"10.11120/PLAN.2009.00220056","DOIUrl":"https://doi.org/10.11120/PLAN.2009.00220056","url":null,"abstract":"Facebook, the multi-lingual social networking site was launched in early 2004, 80 million people are now regular visitors to the site with the purpose to effi ciently e-communicate with friends, family and colleagues. This communication involves sending messages (instant, wall posts and via an inbox), adding pictures or short movies. Ask any group of students if they are on “Facebook” and the reply will be an outstanding: “yes”! This response was echoed by the fi rst year (07/08) Earth Science undergraduate cohort (n = 78) taking the “Earth and the Environment” Module at Durham University. With an almost 100% class membership to Facebook, the inevitable question is, “does Facebook have a role in the teaching of Earth Science?”. Here I report the teaching and learning fi ndings of introducing a ‘study group’ on Facebook for the module Earth and the Environment at Durham University and discuss its merits, and possible future applications (e.g., do Facebook study groups have a place to aid the understanding of diffi cult subject matter, such as threshold concepts; cf. Meyer and Land, 2003; Planet No. 17, 2006).","PeriodicalId":85255,"journal":{"name":"People & the planet","volume":"38 1","pages":"56 - 60"},"PeriodicalIF":0.0,"publicationDate":"2009-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76347531","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
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