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1 Inclusive approaches to understanding and addressing awarding gaps…
https://www.cctl.cam.ac.uk/files/inclusive-collegiate-education-briefing-paper-2022.pdf20 Sep 2022: performance in classed examinations, looking in particular at Firsts, good honours (Firsts and Upper. ... analyses were performed on individualised undergraduate examination results data for all University of. -
1 B1: Diversifying assessment APP PAR Project Cycle 3 ...
https://www.cctl.cam.ac.uk/files/app-par-cycle3-strandb-assessment.pdf13 Sep 2022: Following concerns raised in 2014 regarding traditional examinations, in 2017 the University published an examination review in which they noted that, going forward, it is important that “all Faculties and Departments ... 2017. Examination review Final -
1 Inclusive Teaching and Learning in the UK Higher ...
https://www.cctl.cam.ac.uk/files/drc-inclusive-teaching-learning-report-2017.pdf24 Feb 2021: of assessment. The attitude that frequently pervades is that 3 hour written examinations are the. ... understanding and ability. However, this view is arguably flawed. A single style of examination, for. Results that match 3 of 4 words
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Sources of useful data | Cambridge Centre for Teaching and Learning
https://www.cctl.cam.ac.uk/mind-gap-toolkit/how-know/sources23 Sep 2021: Final-year degree classification by:. Ethnicity: UK Black, White, other BAME. Disability: declared disability, no declared disability. ... What does the awarding gap look like in final degree classification compared to the final year at Cambridge? -
Pilkington Prize 2023 | Cambridge Centre for Teaching and Learning
https://www.cctl.cam.ac.uk/pilkington-prize/20237 Mar 2023: of final-year students to be interim Foundation Year doctors within the NHS. ... of School for Medicine, East of England; PSA National Steering Committee; MRCP(UK) Exam Board). -
Assessment Glossary | Cambridge Centre for Teaching and Learning
https://www.cctl.cam.ac.uk/inclusive-teaching/assessment-glossary12 Aug 2021: It is used by students to check examination results, request transcripts, apply for graduation and manage their academic record. ... Their role is to ensure, through independent confirmation, that the assessment processes have been applied appropriately -
Glossary of Terms: Awarding Gaps | Cambridge Centre for Teaching and…
https://www.cctl.cam.ac.uk/mind-gap-toolkit/glossary23 Sep 2021: Each university’s APP will be different, as they set their own targets working towards the Office for Students’ national targets and addressing areas where there are specific awarding gaps in ... Since then, a National Union of Students survey (2020) -
Pilkington Prize 2020 | Cambridge Centre for Teaching and Learning
https://www.cctl.cam.ac.uk/pilkington-prize/202013 Aug 2020: John demonstrably cares, immensely and hugely effectively, about teaching at every level, from the individual student to the subject as a national field. ... Rachel directs our extensive Clinical Communication Skills (CCS) teaching programme and is the -
Quantitative research findings | Cambridge Centre for Teaching and…
https://www.cctl.cam.ac.uk/mind-gap-toolkit/how-know/quantitative23 Sep 2021: Individualised undergraduate examination results data set covering the period from 2011-12 to 2018-19 and containing annual outcomes for all University of Cambridge undergraduate-level examinations. ... The University analysed undergraduate students’ -
Pilkington Prize 2015 | Cambridge Centre for Teaching and Learning
https://www.cctl.cam.ac.uk/pilkington-prize/201515 Sep 2021: Dr Barclay has taken Cambridge’s programme, nationally recognised for its excellence, and used it to lead the development of a national curriculum. ... In 2013 he was awarded the national Stanley Cup for teaching students in oncology. -
Frequently-Asked Questions | Cambridge Centre for Teaching and…
https://www.cctl.cam.ac.uk/mind-gap-toolkit/faqs23 Sep 2021: The degree ‘awarding gap’ is the difference in ‘top’ degrees – a 1st or a 2.I final degree classification – awarded to different groups of students. ... Finally, it examines outcomes from the most recent academic year’s examinations and -
PowerPoint Presentation
https://www.cctl.cam.ac.uk/files/pilkington-ceremony-2021-slides.pptx29 Jun 2021: On top of this Elizabeth is deeply involved in improving the Clinical School’s assessment processes, developing for example the innovative Structured Essay Question paper for the Final MB exam.”. ... Faculty of Economics, Selwyn College. -
1 First-year academic induction and development at Cambridge: a ...
https://www.cctl.cam.ac.uk/files/icf1-literature-review.pdf24 Jul 2023: for other factors. Finally, the analysis demonstrated that the results of first-year examination. ... as well as wider national educational structures. Students’ experiences of the academic and. -
Awarding gaps and assessment: a briefing paper for EAC ...
https://www.cctl.cam.ac.uk/files/foundations_for_assessment_paper_1.pdf4 Mar 2022: and innovative forms of assessment, as proposed in Cambridge’s Examinations Review Report (2017). ... However, it is not difficult to speculate about the correlation between mental health and high-stakes end-of-year unseen invigilated examinations. -
1 A1: Decolonisation of Teaching & Learning APP PAR ...
https://www.cctl.cam.ac.uk/files/app-par-cycle3-stranda-decolonisation.pdf13 Sep 2022: 5. Focus groups were conducted for members who expressed interest in further discussion in the final question of the online survey. ... Instead, participants seemed to point to the social-economic background as another factor that contributes to these -
1 Awarding gaps and assessment: a briefing paper for ...
https://www.cctl.cam.ac.uk/files/eac-briefing-march21-awarding-gaps-assessment.pdf2 Mar 2021: However, it is not difficult to speculate about the correlation between mental health and high-stakes end-of-year unseen invigilated examinations. ... It found that the majority of. students thought that examinations in Cambridge have negatively affected -
1 Enhancing collegiate education: inclusive approaches to addressing…
https://www.cctl.cam.ac.uk/files/inclusive-collegiate-education-progress-report-2022-23.pdf5 Jan 2023: factors and that. • results of first-year examination were the strongest predictor of final-year assessment. ... social, cultural, and economic capital (e.g., hidden curriculum, lack of social and cultural. -
Pilkington Prize2015 Winners 23 June 2015Corpus Christi College Dr ...
https://www.cctl.cam.ac.uk/files/pilkington_prize_2015_winners.pdf11 Apr 2019: Stephen and his team help students to develop theknowledge and skills required, culminating in the highly regarded two day “Death and Dying” course for final year students. ... In 2013 he was awarded the national Stanley Cup for teaching students in -
1 Digitally enabled teaching & learning at Cambridge during ...
https://www.cctl.cam.ac.uk/files/digital_learning_research.pdf4 Feb 2022: participating in 3-hour in-person examinations in the final weeks of Easter term (of course there was. ... sent electronically, and/or kept to tight examination timelines. Teaching staff that utilised typed examinations preferred the ease that came with -
1 Project 7: Time Costs 1. Background information Strand ...
https://www.cctl.cam.ac.uk/files/app-par-cycle1-time-costs-of-self-advocacy.pdf24 Feb 2021: Cambridge, Cambridge University Press. Sen, A. (1993) Does business ethics make economic sense? ... cope with workload in previous terms, and now is unable to “get anything out of [their] final year” at Cambridge.
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