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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. -
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. -
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 -
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. -
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? -
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 -
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
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