Literaturnachweis - Detailanzeige
| Autor/inn/en | Macmillan, John; Mclean, Monica J. |
|---|---|
| Titel | Making First-Year Tutorials Count. Operationalizing the Assessment-Learning Connection |
| Quelle | In: Active Learning in Higher Education the Journal of the Institute for Learning and Teaching, 6 (2005) 2, S.94-105 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1469-7874 |
| DOI | 10.1177/1469787405054235 |
| Schlagwörter | Teaching Methods; Active Learning; Persuasive Discourse; Feedback; Student Evaluation; Evaluation Methods; Higher Education; Foreign Countries; Communication Skills; Tutors; Discussion (Teaching Technique); College Freshmen |
| Abstract | This article reports the design and effects of a practical, pedagogic experiment motivated by the wish to encourage greater active learning in first-year tutorials along with a range of other learning skills, in particular the practice of good argumentation. The project has its roots in a formal accredited programme in teaching and learning that provided frameworks for thinking about how to change the assessment regime and in a measure of dissatisfaction with the existing, conventional organization of the tutorial as a site of learning. The aim was to create an environment in which the students prepared thoroughly for each tutorial, engaged in challenging discussion, and reflected on what and how they were learning. The method employed was to centre the assessment regime on the tutorial itself in conjunction with frequent and rapid feedback on student work. (Author). |
| Anmerkungen | Sage Publications, 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243 (Toll Free); Fax: 800-583-2665 (Toll Free). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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