Содержание
- 2. Framework of Qualifications for European Higher Education Area (EHEA) Conference of European Ministers Responsible for Higher
- 3. Dublin Descriptors Descriptors drawn up at meeting of Education Ministers in Dublin These generic descriptors are
- 4. First Cycle : Bachelor’s Cycle [180 – 240 ECTS credits] Minimum of 3 years = 180
- 5. Second Cycle: Master’s cycle [60 – 120 ECTS credits] 1 year or 2 years
- 6. Third Cycle: Doctoral cycle [Number of ECTS credits not specified] See two page summary of framework
- 7. Time involved in various cycles Bachelor’s degree = 3 or 4 years Master’s degree = 1
- 8. European Qualifications Framework for Lifelong Learning (EQF) Adopted by EU in 2008. A common European reference
- 9. Country A Country B
- 12. Some Further Points about EQF The 8 levels span the full scale of qualifications. Work started
- 13. The EQF supports providers of education and training by increasing transparency of qualifications awarded outside the
- 15. Relationship between Dublin Descriptors of Bologna Process and reference levels of European Qualifications Framework
- 16. National Framework of Qualifications Putting the Bologna Process into practice. A national framework of qualifications “is
- 17. Paperwork for Programme Recognition, Accreditation and Review
- 20. Language for writing Programme Learning Outcomes for NQF Knowledge - Breadth Discuss a wide variety of….
- 21. Knowledge - Kind Recognise limitations in the areas of… Link relevant theories to the development of
- 22. Know-How and Skill - Range Apply a range of techniques to solve… Modify techniques in the
- 23. Know How and Skill – Selectivity Select and apply the most suitable techniques to solve problems
- 24. Competence - Context Combine technical skills to define a problem in the area of ….. and
- 25. Competence Role Work as a member of a team to manage…. Initiate research ides and evaluate
- 26. Competence - Learning to Learn Apply appropriate ethical considerations. Work ethically and professionally as part of
- 27. Competence - Insight Recognise the relationship between science, technology and society in the area of…. Display
- 28. MAPPING OF PROGRAMME LEARNING OUTCOMES TO MODULE LEARNING OUTCOMES
- 30. Grid to show mapping of Programme Learning Outcomes on to Module Learning Outcomes
- 31. Example of Mapping of Programme Learning Outcomes on to Module Learning Outcomes
- 32. “The adoption of a learning outcomes approach represents more than simply expressing learning in terms of
- 33. Assessment of Learning Outcomes Having designed modules and programmes in terms of learning outcomes, we must
- 34. Misconceptions about Assessment “A view of teaching as the transmission of authoritative knowledge has little space
- 35. Formative Assessment Assessment FOR learning – gives feedback to students and teachers to help modify teaching
- 36. Summative Assessment Assessment that summarises student learning at end of module or programme – Assessment OF
- 37. Continuous Assessment A combination of summative and formative assessment. Usually involves repeated summative assessments. Marks recorded.
- 38. Assessment “Assessment is the process of gathering and discussing information from multiple and diverse sources in
- 39. “Techniques” of assessment Written: tests, examinations, assignments Practical: skills testing; lab/workshop practice Oral: interviews, various formats
- 40. Common assessment techniques in Higher Education Paper/thesis Project Product development Performance Exhibition Case study. Clinical evaluation
- 41. Example of Matching the Assessment to the Learning Outcome Learning outcomes Demonstrate good presentation skills. Formulate
- 42. To what extent has each Learning Outcome been achieved? Not a question of “yes” or “no”
- 43. Linking learning outcomes and assessment criteria.
- 44. Important to ensure that there is alignment between teaching methods, learning outcomes and assessment criteria. Clear
- 45. Teacher Learning Teaching Perspectives: Objectives Outcomes Activities Assessment Student Perspectives: Assessment Learning Activities Outcomes It is
- 46. “Constructive Alignment” (Biggs, 2005) Constructive The students construct understanding for themselves through learning activities. “Teaching is
- 47. Constructive alignment is the deliberate linking within curricula of aims, learning outcomes, learning and teaching activities
- 48. Steps involved in linking Learning Outcomes, Teaching and Learning Activities and Assessment Clearly define the learning
- 49. Linking Learning Outcomes, Teaching and Learning Activities and Assessment
- 51. Does every learning outcome have to be assessed? In theory “yes” but in practice “no”. In
- 52. Learning Outcomes and Level Descriptors on Qualification Frameworks A Learning outcome on its own does not
- 53. What other information, apart from the Learning outcomes is needed to describe a module? Credit Weighting:
- 54. Module Description (continued) Module Objective: A sentence stating the objective of the module. Module Content: A
- 56. 1. Identify aims and objectives of module 2. Write learning outcomes using standard guidelines 3. Develop
- 58. Скачать презентацию