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1 Project 2: STEM vs Arts/Humanities Attainment Gaps 1. ...
https://www.cctl.cam.ac.uk/files/app-par-cycle1-stemm-subjects.pdf24 Feb 2021: us through the Exam Results Analytics, we discovered that the attainment gap was actually wider for. ... be represented in the Exam Results Analytics). In the last academic year there were 12 black British students,. -
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 Awarding gaps and assessment: a briefing paper for ...
https://www.cctl.cam.ac.uk/files/eac-briefing-march21-awarding-gaps-assessment.pdf2 Mar 2021: 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. -
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? ... However, numerous reports (13%) describe the frustration of adjustments being entirely exam-based. -
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 disability, gender, ethnicity, socio-economic background or sexuality. Inclusive methods, while. ... example a 3 hour timed written exam, is only justifiable as the only appropriate mode of. Results that match 1 of 2 words
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TEL Prize 2021 | Cambridge Centre for Teaching and Learning
https://www.cctl.cam.ac.uk/teaching-prizes/tel-prize/202129 Jun 2021: In a competitive AHSS category, Dr Kitov's efforts to use formative assessment to deliver improved learning outcomes in the context of the problem-based Economics Tripos received a special commendation -
Strand B: Adjusted Modes of Assessment vs Diversified Assessment |…
https://www.cctl.cam.ac.uk/app-par-project/cycle-1/b-diversified-assessment15 Sep 2021: impact on both mental health and on academic attainment, whether disabled students are disadvantaged by the current structure of exams, and the short- and long-term changes that must be made -
Registration is open for the Diversifying Assessment Forum 2021 |…
https://www.cctl.cam.ac.uk/news/registration-open-diversifying-assessment-forum-202115 Feb 2021: disciplines about diverse assessment practices, including innovative approaches to traditional exams. -
How to present content notes | Cambridge Centre for Teaching and…
https://www.cctl.cam.ac.uk/content-notes/how-use/how-present15 Sep 2021: Exams. Content notes are still important in exam situations - perhaps even more so, as students are likely to feel stressed and anxious already. ... In exams like these, students with post-traumatic stress disorder would benefit from:. -
Assessment Glossary | Cambridge Centre for Teaching and Learning
https://www.cctl.cam.ac.uk/inclusive-teaching/assessment-glossary12 Aug 2021: The following can be considered types of assessment condition:. [Exam], closed- or open-book (at Cambridge exams are also considered a [In-class assessment. ... Exams. Exams in Cambridge can be considered both a [mode of assessment] and a type of -
Assessment and awarding gaps | Cambridge Centre for Teaching and…
https://www.cctl.cam.ac.uk/mind-gap-toolkit/reasons/assessment24 Sep 2021: There is considerable evidence in the sector that high-stakes summative exams disadvantage some students, who do not perform to their best ability. ... Diversified assessment moves away from a reliance on exam-based assessment and instead focus on -
Pilkington Prize 2021 | Cambridge Centre for Teaching and Learning
https://www.cctl.cam.ac.uk/pilkington-prize/202125 Jun 2021: She has also overseen the development of, and delivered, the innovative Structured Essay Question Paper (SEQ) in the Final MB Part III exam, and is heavily involved in the School’s -
Spotlight: College-Based Academic Skills Development | Cambridge…
https://www.cctl.cam.ac.uk/newsletter/spotlight-college-based-academic-skills-development11 Aug 2021: Often, students in these sessions were reevaluating their work practices close to exams, meaning their new work habits had little time to take root before they were assessed. -
Strand B | Assessment Guidance | Cambridge Centre for Teaching and…
https://www.cctl.cam.ac.uk/app-par-project/cycle-2/b-assessment-guidance15 Sep 2021: Report: Assessment Guidance Project (PDF). Assessments are always a source of stress for students, particularly at Cambridge where there is an emphasis on high-stakes exams at the end of every -
Readings & Resources | Cambridge Centre for Teaching and Learning
https://www.cctl.cam.ac.uk/mind-gap-toolkit/readings23 Sep 2021: Both the attainment gap database and the exams results analytics database are searchable for patterns of attainment by student characteristics (gender, ethnicity, disability, school and domicile), but course and college, across -
Awarding Gaps Consultation Team | Cambridge Centre for Teaching and…
https://www.cctl.cam.ac.uk/inclusive-teaching/awarding-gaps/consultation-team12 Aug 2021: This will necessarily focus on awarding gap data illustrated in the Exam Results Analytics dashboard alongside more local analyses of patterns of assessment design and academic performance within courses. -
Pilkington Prize 2015 | Cambridge Centre for Teaching and Learning
https://www.cctl.cam.ac.uk/pilkington-prize/201515 Sep 2021: His lectures set complex scientific material within a rich social, economic and cultural context, in a way that is accessible to students who have typically not studied any humanities since GCSE. -
Why use content notes? | Cambridge Centre for Teaching and Learning
https://www.cctl.cam.ac.uk/content-notes/what-are-content-notes/why-use15 Sep 2021: As a result, the module with the most consistent content notes in my final year was by far my highest exam mark. -
Registration is open for the Diversifying Assessment Forum 2022 |…
https://www.cctl.cam.ac.uk/news/registration-open-diversifying-assessment-forum-202213 Dec 2021: We are pleased to open registration for the third Diversifying Assessment Forum in 2022. -
Strand A: STEMM Subjects | Cambridge Centre for Teaching and Learning
https://www.cctl.cam.ac.uk/app-par-project/cycle-1/a-stemm-subjects15 Sep 2021: This was followed by an analysis of the awarding gap data currently available on the Exam Results Analytics dashboard, comparing the gaps course by course. ... However, the initial (limited) findings from the Exam Results Analytics dashboard surprisingly -
Quantitative research findings | Cambridge Centre for Teaching and…
https://www.cctl.cam.ac.uk/mind-gap-toolkit/how-know/quantitative23 Sep 2021: and A-level score, numbers of A-levels obtained and exam results in the first year of study. ... Though the gapdid reduce when controlling for the outcomes of first-year exam results, it nonetheless remained. -
Strand B: Time Costs of Self-Advocacy | Cambridge Centre for Teaching …
https://www.cctl.cam.ac.uk/app-par-project/cycle-1/b-time-costs15 Sep 2021: Adjustments, where in place, are mostly thought to be useful, but students struggle with them being solely exam-focused. -
Inclusive assessment & feedback | Cambridge Centre for Teaching…
https://www.cctl.cam.ac.uk/mind-gap-toolkit/what-works/examples/assessment27 Sep 2021: As a lecturer, I design formative and summative assessments consisting of essay questions for exams. ... To ensure that these students are not disadvantaged during the exam because they fail to grasp the meaning of new and/or difficult words, I only use -
Recordings and a full report of this year's Diversifying…
https://www.cctl.cam.ac.uk/news/recordings-and-full-report-years-diversifying-assessment-forum-are-now-available25 Mar 2021: Following the success of the inaugural event last year, we were delighted to welcome nearly a hundred delegates to this year's Diversifying Assessment Forum, held on Tuesday 23 March. -
Sources of useful data | Cambridge Centre for Teaching and Learning
https://www.cctl.cam.ac.uk/mind-gap-toolkit/how-know/sources23 Sep 2021: Exam Results Analytics - Tableau. -
Impact of Covid-19 on awarding gaps | Cambridge Centre for Teaching…
https://www.cctl.cam.ac.uk/mind-gap-toolkit/how-know/impact-covid23 Sep 2021: exams being open-book. introduction of a safety net, which could have an effect because (a) in some subjects students might have better results in year 2 than in year 3 -
Diversifying Assessment Forum Tuesday 23 March 2021 14.00-17.00 Time…
https://www.cctl.cam.ac.uk/files/daf_programme_2021.pdf19 Mar 2021: Breakout 2: equivalence (finding a task equivalent to exam). Breakout 3: impact on supervision (formative feedback). -
Glossary of Terms: Awarding Gaps | Cambridge Centre for Teaching and…
https://www.cctl.cam.ac.uk/mind-gap-toolkit/glossary23 Sep 2021: cannot be explained by previous education, socio-economic background or other intersecting variables such as gender or postcode: a Black student’s racialized identity is the most stable predictor of their -
1 B3: Assessment Practices (Disabled/mental health perspective) 1.…
https://www.cctl.cam.ac.uk/files/app-par-cycle2-strandb-assessment.pdf23 Sep 2021: 2. Rationale. Exam arrangements and assessment formats have been a rich source of discussion following the amendments made to last year’s exams in response to the COVID-19 pandemic. ... As the Cambridge SU report discusses, a degree of worsened mental -
What does the sector say? | Cambridge Centre for Teaching and Learning
https://www.cctl.cam.ac.uk/mind-gap-toolkit/reasons/sector24 Sep 2021: It is increasingly recognised that the issues and challenges facing disabled students are complex; they intersect with multiple factors including different equality characteristics, concurrent disabilities, socio-economic status and previous -
Frequently-Asked Questions | Cambridge Centre for Teaching and…
https://www.cctl.cam.ac.uk/mind-gap-toolkit/faqs23 Sep 2021: which cannot be explained by previous education, socio-economic background or other intersecting variables such as gender or postcode: a Black student’s racialised identity is the most stable predictor of -
1 Project 9: Diversifying Assessment Project 1. Background…
https://www.cctl.cam.ac.uk/files/app-par-cycle1-diversifying-assessment.pdf24 Feb 2021: argued that they are simply ‘handicapped’ and ‘structurally disadvantaged’ by exams as their. ... individual skills. Exams, while they do have their advantages, are outdated, they can be. -
Diversifying Assessment Symposium Friday 13 March 2020 Student…
https://www.cctl.cam.ac.uk/files/diversifying_assessment_symposium_programme_2020.pdf25 Mar 2021: Diversifying Assessment Symposium Friday 13 March 2020 Student Services Centre, Exam Hall D Time Topic Focus Panellists 10.00 - 10.05 Welcome & housekeeping Ruth Walker (CCTL). ... Panel, Q&A, small group discussion • Digital exams project update • -
2. Inclusive assessment and feedback: self-evaluation tool
https://www.cctl.cam.ac.uk/files/mtg-self-evaluation-2-assessment-feedback.docx23 Sep 2021: essay rather than exams) or conditions (e.g. handwritten or typed) or topics (e.g. ... open book, online, options for essays or exams), so as to reduce need for disabled students to continue to make individual requests? -
Pilkington PrizeCeremony 29 June 2021 The Pilkington Prize awards ...
https://www.cctl.cam.ac.uk/files/pilkington-prize-2021-programme.pdf15 Jun 2021: She has also overseen the development of, and delivered, the innovative Structured Essay Question Paper (SEQ) in the Final MB Part III exam, and is heavily involved in the School’s -
1 Project 1: Anti-racist Glossary 1. Background information Strand ...
https://www.cctl.cam.ac.uk/files/app-par-cycle1-anti-racist-glossary.pdf24 Feb 2021: This, of course, goes beyond merely suggesting that white students are the smartest sitting exams or that ethnic minority students are incapable, but rather highlights a wider problem of various barriers ... And what happens when the examiners mark -
1 Student project report (A1 – Supervision) 1. Background ...
https://www.cctl.cam.ac.uk/files/app-par-cycle2-stranda-supervision.pdf23 Sep 2021: to the emergency-convened covid summer exam period [.]. Rather than singling out the Black. -
1 Project 6: Content Notes 1. Background information Strand ...
https://www.cctl.cam.ac.uk/files/app-par-cycle1-content-notes.pdf24 Feb 2021: This improved. 7. significantly upon my wellbeing as well as on my academic engagement and eventual performance (my best CN’d module at undergrad was by far my highest exam mark).”. -
Inclusive teaching and learning in higher education: theory and ...
https://www.cctl.cam.ac.uk/files/inip-2021-programme.pdf14 Jun 2021: gender, BAME, LBTQ etc.) and other characteristics (e.g., lower socio-economic status, mature students, commuter.
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