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  1. Assessment, learning and employability
    Erschienen: 2003
    Verlag:  Society for Research into Higher Education & Open University Press, Maidenhead

    What is assessed gets attention: what is not assessed does not. When higher education is expected to promote complex achievements in subject disciplines and in terms of 'employability', problems arise: how are such achievements to be assessed? In the... mehr

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    Standort:
    Hochschule Aalen, Bibliothek
    Signatur:
    E-Book EBSCO
    Fernleihe:
    keine Fernleihe

    Standort:
    Hochschule Esslingen, Bibliothek
    Signatur:
    E-Book Ebsco
    Fernleihe:
    keine Fernleihe

    Standort:
    Hochschule Offenburg, University of Applied Sciences, Bibliothek Campus Offenburg
    Signatur:
    E-Book EBSCO
    Fernleihe:
    keine Fernleihe

    Standort:
    Saarländische Universitäts- und Landesbibliothek
    Fernleihe:
    keine Fernleihe

    Standort:
    Universitätsbibliothek der Eberhard Karls Universität
    Fernleihe:
    keine Fernleihe

     

    What is assessed gets attention: what is not assessed does not. When higher education is expected to promote complex achievements in subject disciplines and in terms of 'employability', problems arise: how are such achievements to be assessed? In the first part of the book, it is argued that existing grading practices cannot cope with the expectations laid upon them, while the potential of formative assessment for the support of learning is not fully realised. The authors argue that improving the effectiveness of assessment depends on a well-grounded appreciation of what assessment is, and what may and may not be expected of it. The second part covers summative judgements for high-stakes purposes. Using established measurement theory, a view is developed of the conditions under which affordable, useful, valid and reliable summative judgements can be made. One conclusion is that many complex achievements resist high-stakes assessment, which directs attention to low-stakes, essentially formative, alternatives. Assessment for learning and employability demands more than module-level changes to assessment methods.; The final part discusses how institutions need to respond in policy terms to the challenges that have been posed. The book concludes with a discussion of how institutions can respond in policy terms to the challenges that have been posed. "Assessment, Learning and Employability" has wide and practical relevance - to teachers, module and programme leaders, higher education managers and quality enhancement specialists

     
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  2. Creating interdisciplinarity
    interdisciplinary research and teaching among college and university faculty
    Autor*in: Lattuca, Lisa R.
    Erschienen: 2001
    Verlag:  Vanderbilt University Press, Nashville

    Standort:
    Ostbayerische Technische Hochschule Amberg-Weiden / Hochschulbibliothek Amberg
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    uneingeschränkte Fernleihe, Kopie und Ausleihe

    Standort:
    Ostbayerische Technische Hochschule Amberg-Weiden, Hochschulbibliothek, Standort Weiden
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    uneingeschränkte Fernleihe, Kopie und Ausleihe
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    Hinweise zum Inhalt
    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Ebook
    Format: Online
    ISBN: 0585407886; 9780585407883
    RVK Klassifikation: AL 41000
    Auflage/Ausgabe: 1st ed
    Schriftenreihe: Vanderbilt issues in higher education
    Schlagworte: Teaching / Education; Enseignement universitaire / Programmes d'études; Interdisciplinarité en éducation; EDUCATION / Higher; Interdisciplinary approach in education; Universities and colleges / Curricula; Leerplanontwikkeling; Interdisciplinair onderwijs; Interdisciplinair onderzoek; Hoger onderwijs; Ensino superior; Currículo de ensino superior; Interdisciplinaridade; Erziehung; Universities and colleges; Interdisciplinary approach in education; Interdisziplinarität; Hochschule
    Umfang: 1 Online-Ressource (viii, 296 pages)
    Bemerkung(en):

    Master and use copy. Digital master created according to Benchmark for Faithful Digital Reproductions of Monographs and Serials, Version 1. Digital Library Federation, December 2002

    Includes bibliographical references (pages 277-288) and index

    Considering interdisciplinarity -- Disciplining knowledge -- Profiling interdisciplinarity -- Constructing interdisciplinarity -- Pursuing interdisciplinarity : research and teaching processes -- Abiding interdisciplinarity : the impact of academic contexts -- Tracing interdisciplinarity : scholarly outcomes -- Realizing interdisciplinarity -- Appendix--study design and conduct
  3. Evaluating teacher quality in higher education
    Erschienen: 1996
    Verlag:  Falmer Press, London

    1. Introduction: The Evaluation of the Teaching of Individual Academics in Higher Education: Progress Towards a Construct / Ken Gregory -- 2. Assurance of Teaching Quality: Top-Down and/or Bottom-Up Strategy / Eric A. Ash -- 3. Quality Assessment in... mehr

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    Standort:
    Hochschule Aalen, Bibliothek
    Signatur:
    E-Book EBSCO
    Fernleihe:
    keine Fernleihe

    Standort:
    Hochschule Esslingen, Bibliothek
    Signatur:
    E-Book Ebsco
    Fernleihe:
    keine Fernleihe

    Standort:
    Saarländische Universitäts- und Landesbibliothek
    Fernleihe:
    keine Fernleihe

    Standort:
    Universitätsbibliothek der Eberhard Karls Universität
    Fernleihe:
    keine Fernleihe

     

    1. Introduction: The Evaluation of the Teaching of Individual Academics in Higher Education: Progress Towards a Construct / Ken Gregory -- 2. Assurance of Teaching Quality: Top-Down and/or Bottom-Up Strategy / Eric A. Ash -- 3. Quality Assessment in Higher Education in England: Present Performance, Future Perspectives / Paul M. Clark -- 4. Teaching Profiles: The Quality Context / Roger Brown -- 5. Criteria for Teaching Competence and Teaching Excellence in Higher Education / Lewis Elton -- 6. Promoting Excellent Teachers at Oxford Brookes University: From Profiles to Peer Review in Ten Years / Graham Gibbs -- 7. Contributions on Specific Aspects from Particular Institutions. 7.1. The Programme for Staff with Teaching Responsibility / David Buckingham. 7.2. Developing, Recording and Recognizing Good Teaching / George Gordon. 7.3. Documenting and Assessing Teaching Excellence / Dai Hounsell. 7.4. The Use of Standard Course Evaluation and a Standard CV / H. Mathias.

     
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    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Ebook
    Format: Online
    ISBN: 0203299434; 9780203299432; 9781135715984; 113571598X
    RVK Klassifikation: AL 34000 ; DN 7500
    Schlagworte: College teachers; Teachers; College teachers; Teachers; Teachers; College teachers; Teachers ; Rating of; Hoger onderwijs; Kwaliteitszorg; Beoordeling; College teachers ; Rating of; EDUCATION ; Higher
    Umfang: Online Ressource (viii, 138 p.), ill.
    Bemerkung(en):

    Includes bibliographical references and index. - Description based on print version record

    1. Introduction: The Evaluation of the Teaching of Individual Academics in Higher Education: Progress Towards a Construct / Ken Gregory2. Assurance of Teaching Quality: Top-Down and/or Bottom-Up Strategy / Eric A. Ash -- 3. Quality Assessment in Higher Education in England: Present Performance, Future Perspectives / Paul M. Clark -- 4. Teaching Profiles: The Quality Context / Roger Brown -- 5. Criteria for Teaching Competence and Teaching Excellence in Higher Education / Lewis Elton -- 6. Promoting Excellent Teachers at Oxford Brookes University: From Profiles to Peer Review in Ten Years / Graham Gibbs -- 7. Contributions on Specific Aspects from Particular Institutions. 7.1. The Programme for Staff with Teaching Responsibility / David Buckingham. 7.2. Developing, Recording and Recognizing Good Teaching / George Gordon. 7.3. Documenting and Assessing Teaching Excellence / Dai Hounsell. 7.4. The Use of Standard Course Evaluation and a Standard CV / H. Mathias.
  4. Cyberspace, distance learning, and higher education in developing countries
    old and emergent issues of access, pedagogy, and knowledge production
    Erschienen: 2004
    Verlag:  Brill, Leiden

    Annotation Amidst the euphoria about the new frontiers of technology sometimes perceived as a panacea for expansion of higher education in developing countries, there is a need to analyze persistent and new grounds of unequal opportunity for access,... mehr

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    Standort:
    Hochschule Aalen, Bibliothek
    Signatur:
    E-Book EBSCO
    Fernleihe:
    keine Fernleihe

    Standort:
    Hochschule Esslingen, Bibliothek
    Signatur:
    E-Book Ebsco
    Fernleihe:
    keine Fernleihe

    Standort:
    Saarländische Universitäts- und Landesbibliothek
    Fernleihe:
    keine Fernleihe

    Standort:
    Universitätsbibliothek der Eberhard Karls Universität
    Fernleihe:
    keine Fernleihe

     

    Annotation Amidst the euphoria about the new frontiers of technology sometimes perceived as a panacea for expansion of higher education in developing countries, there is a need to analyze persistent and new grounds of unequal opportunity for access, learning, and the production of knowledge. This volume addresses fundamental questions about the educational process such as: 7 The use of technology in higher education for a holistic educational system for social development7 The actual technological capacity in Africa and possibilities for virtual higher education7 Cultural relevance of the curriculum and pedagogy7 Pedagogy and gender in cyberspace education7 Perils of externally-driven distance education programs in Africa and the quest for ownership towards development7 Challenges and opportunities in the making of knowledge society in an Asian context7 Strategies to promote constructive virtual higher education in Africa and Asia

     
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  5. The diverted dream
    community colleges and the promise of educational opportunity in America, 1900-1985
    Erschienen: 1989
    Verlag:  Oxford University Press, New York

    A history of community colleges in America; examines the shift of emphasis from liberal-arts transfer courses to terminal vocational programs and the implications of this for upward mobility Community Colleges and the American Social Order... mehr

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    Standort:
    Hochschule Aalen, Bibliothek
    Signatur:
    E-Book EBSCO
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    Standort:
    Hochschule Esslingen, Bibliothek
    Signatur:
    E-Book Ebsco
    Fernleihe:
    keine Fernleihe

    Standort:
    Saarländische Universitäts- und Landesbibliothek
    Fernleihe:
    keine Fernleihe

    Standort:
    Universitätsbibliothek der Eberhard Karls Universität
    Fernleihe:
    keine Fernleihe

     

    A history of community colleges in America; examines the shift of emphasis from liberal-arts transfer courses to terminal vocational programs and the implications of this for upward mobility Community Colleges and the American Social Order --Community Colleges in the United States: From Liberal Arts to Vocational Training --Organizing a National Education Movement: 1900-1945 --The Takeoff Period: 1946-1970 --The Great Transformation: 1970-1985 --Community College Transformation at the State and Local Level: The Case of Massachusetts --Designs for Comprehensive Community Colleges: 1958-1970 --The Process of Vocationalization: Mechanisms and Structures --The Final Transformation in Massachusetts: Market Pressures, Fiscal Crises, and Business Influences, 1971-1985 --The Community College and the Politics of Inequality.

     
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