By Heather Fry, Steve Ketteridge, Stephanie Marshall, Steven Ketteridge
Instruction manual for these constructing their services and realizing of educating in better schooling. presents a starting place within the correct pedagogic rules and study. up-to-date and revised to mirror the quick adjustments in better schooling; akin to larger use of know-how in instructing and widening scholar variety. earlier ed: c1999. Hardcover, softcover to be had from the writer.
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Additional info for A Handbook for Teaching and Learning in Higher Education: Enhancing Academic Practice
We need it to be accurate for internal and external quality assurance purposes; and we need it to be accurate to defend the increasingly likely legal challenges from disaffected students who feel they have been unfairly judged, classified or even excluded. Thus assessment may be seen as informal and formative (see also Chapter 12), within the teaching process, or summative, making formal decisions about progress and level of achievement. While the distinction may not always be a true one – less formal assessments may be summated and included in summative assessment, and failing a summative assessment may be most formative – this chapter concentrates on the formal, summative assessment and the principles underpinning it.
Questions. Learners taking a discipline that is new to them may struggle to think in the appropriate manner (an important point in modular programmes). Understanding student learning • • • • • • • • • • • • • l 23 Teachers need to understand where learners are starting from so that they can get the correct level and seek to correct underlying misconceptions or gaps. Teachers and learners are both responsible for learning happening and students must take/have some responsibility for learning. Teachers need to be aware of the impact of cultural background and beliefs on learner behaviour, interpretation and understanding.
For further discussion and consideration of the implications see Prosser and Trigwell (1999). The current state of play dictates that neither approaches nor styles should be regarded as fixed, ie both may be modifiable, but that both may be habituated and hard to change. Interrogating Practice Think of occasions when you have chosen to use a deep approach to learning. Think of other occasions when you have used a surface approach and consider how many of these involved an achieving intention. 22 l Development of practice Teaching for learning ‘It is important to remember that what the student does is actually more important in determining what is learned than what the teacher does’ (Sheull, cited in Biggs, 1993).