 | Assessment in Higher Education Choosing teaching/learning activities likely to lead to attaining the learning outcomes 8.58 Kb.  1 | read |
 | Last Revision: Fall 2016-2017 English Composition I may include instruction and practice in library usage. Core 26.45 Kb. 1 | read |
| Individual Study Limited question: Compare the ways in which the central characters of the two texts you studied learned from their mistakes 24.38 Kb. 1 | read |
| Information Competence Development in Europe: trends and future prospects Transferable skills, key or core competencies, [transversal skills, generic skills, soft skills, personal skills, general competencies, soft competencies] 60.63 Kb. 1 | read |
| Masiroh (2015), Model Pembelajaran Snowball throwing Masiroh (2015), “Model Pembelajaran Snowball throwing untuk Meningkatkan Hasil Belajar dan Self-concept Siswa tentang Matematika di smk negeri 1 Indramayu” 21.9 Kb. 1 | read |
 | Feedback Forms for Assessed Essays Arts and Social Sciences Working Party Report and Guidelines The Working Party on feedback on Assessment was set up to consider the current feedback practices of Departments, with the aim of providing some kind of guidance or recommendation 59.43 Kb. 1 | read |
| What is reasonable adjustment? Duties under the Equality Act 2010 An education provider has a duty to make anticipatory ‘reasonable adjustments’ to make sure disabled students are not discriminated against 23.03 Kb. 1 | read |
| Guidance regarding alternative modes to replace examinations The following guidance is provided to support Schools during a consultation regarding the possible use of an alternative mode of assessment as a reasonable adjustment for a disability 20.32 Kb. 1 | read |
| Mssw program Orientation, Fall 2014 apa-style Writing Workshop Presenter To provide instruction on the elements of apa writing style (6th Edition) that are most important to writing college level term papers 24.77 Kb. 1 | read |
| Writing across the curriculum at wright state university The following statement comes from the writing program at the University of Hawaii at Manoa. Because it provides such a clear statement of the assumptions on which wac programs are based, it is reproduced verbatim here 127.96 Kb. 1 | read |
| Guide to Policies Uc student Guide to Policies, which sets out University-wide policies and procedures, including information on matters such as plagiarism, grade descriptors, moderation, feedback and deferred exams Guide 274.56 Kb. 1 | read |
 | Law journals: from discourse to pedagogy However, it appears that little has been written about their pedagogical value and the role they can play in the education of law students 204.42 Kb. 3 | read |
| Course syllabus web campus This is an online course presented through a Web Campus format. Students must have regular access to a computer with an Internet option to successfully complete the course. Computers are available on the gbc campus 68.89 Kb. 1 | read |
| Formative Assessment Strategies Jay B. Rasmussen Ph. D Taras (2002) gives a metaphor that learning without feedback is similar to learning how to shoot a bow and arrow at a target in the dark 176.5 Kb. 2 | read |
| Unit 6 – Writing Aims and Learning Outcomes and Planning an Inter-professional Learning Session Unit 6 Writing Aims and Learning Outcomes and Planning an Inter-professional Learning Session 8.91 Kb. 1 | read |