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1 - 10 of 21 search results for Economics exam |u:www.cctl.cam.ac.uk where 5 match all words and 16 match some words.
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  2. 1 Inclusive approaches to understanding and addressing awarding gaps…

    https://www.cctl.cam.ac.uk/files/inclusive-collegiate-education-briefing-paper-2022.pdf
    20 Sep 2022: education, socio-economic background or other intersecting variables including gender. In Cambridge, the Business Information Team1 (BIT, 2020) undertook detailed statistical analyses of. ... was identified as a key cause for differences in progression).
  3. 1 B1: Diversifying assessment APP PAR Project Cycle 3 ...

    https://www.cctl.cam.ac.uk/files/app-par-cycle3-strandb-assessment.pdf
    13 Sep 2022: Whilst, of course, some exam stress is natural, the alarmingly high-stakes format of these exams has a disproportionately deleterious effect on student wellbeing. ... Assessment practices that are not traditional exams - i.e., diversified assessment
  4. 1 A1: Decolonisation of Teaching & Learning APP PAR ...

    https://www.cctl.cam.ac.uk/files/app-par-cycle3-stranda-decolonisation.pdf
    13 Sep 2022: Instead, participants seemed to point to the social-economic background as another factor that contributes to these huge awarding gaps. ... not want to disadvantage my students in their preparation for exams.” (Staff, Arts/Humanities).
  5. Awarding gaps and assessment: a briefing paper for EAC ...

    https://www.cctl.cam.ac.uk/files/foundations_for_assessment_paper_1.pdf
    4 Mar 2022: The provision of alternatives to exams on all courses was strongly supported as a solution to this problem. ... More than half indicated that they would choose non-exam based assessment over exams, were they given the choice by their Faculty, believing
  6. 1 Digitally enabled teaching & learning at Cambridge during ...

    https://www.cctl.cam.ac.uk/files/digital_learning_research.pdf
    4 Feb 2022: sciences considered that this year’s exams reflected the overall difficulties with moving practicals. ... without online proctoring), retained handwritten exams which were scanned by the student and.
  7. Results that match 1 of 2 words

  8. 1 B2: Self-advocacy APP PAR Project Cycle 3 2021-2022 ...

    https://www.cctl.cam.ac.uk/files/app-par-cycle3-strandb-self-advocacy.pdf
    16 Nov 2022: applying for adjustments for their exam arrangements and/or supervisions reported that those. ... application process for exam adjustments is more formal than requesting supervision adjustments; the.
  9. Strand B | Diversifying Assessment | Cambridge Centre for Teaching…

    https://www.cctl.cam.ac.uk/app-par-project/cycle-3/b-diversifying-assessment
    13 Sep 2022: However, there was no consensus: the burden of designing new assessments and perhaps teaching approaches, the plethora of ways students learn versus the simplicity of a traditional exam, and proving academic
  10. Strand B | Self-Advocacy | Cambridge Centre for Teaching and Learning

    https://www.cctl.cam.ac.uk/app-par-project/cycle-3/b-self-advocacy
    13 Sep 2022: Directors of Studies, College Tutors, etc). Applying for adjustments for exams and/or supervisions is complicated by highly formal processes.
  11. Diversifying Assessment (Staff) Survey Questions (APP PAR Project…

    https://www.cctl.cam.ac.uk/files/app-par-cycle3-strandb-assessment-appendix.pdf
    13 Sep 2022: g., online submission of typed exam scripts, longer period of time to complete)? ... exams): o Opportunities for more variety (e.g., some non-exam summative assessment as well as.
  12. Self-advocacy (Student) Survey Questions (APP PAR Project Cycle 3) ...

    https://www.cctl.cam.ac.uk/files/app-par-cycle3-strandb-self-advocacy-appendix.pdf
    13 Sep 2022: o Instigated the exam allowance process via the EAMC (Exam Access and Mitigation. ... Where did you get advice / information about exam adjustments (e.g., peers, supervisors, tutor,.

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