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1 Digitally enabled teaching & learning at Cambridge during ...
https://www.cctl.cam.ac.uk/files/digital_learning_research.pdf4 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. -
PowerPoint Presentation
https://www.cctl.cam.ac.uk/files/ctf-2024-room-c.pptx20 Jun 2024: Allows engagement when convenient. Changes in response to feedback:. Exam questions per topic made student-facing. ... https://www.thetimes.co.uk/article/cambridge-students-fake-adhd-to-get-more-time-in-exams-cqws0gn92. Hull, L., Petrides, K. V., Allison, -
1 B1: Diversifying assessment APP PAR Project Cycle 3 ...
https://www.cctl.cam.ac.uk/files/app-par-cycle3-strandb-assessment.pdf13 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 -
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. -
Awarding gaps and assessment: a briefing paper for EAC ...
https://www.cctl.cam.ac.uk/files/foundations_for_assessment_paper_1.pdf4 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 -
1 A1: Decolonisation of Teaching & Learning APP PAR ...
https://www.cctl.cam.ac.uk/files/app-par-cycle3-stranda-decolonisation.pdf13 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). -
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: 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). -
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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Directors of Teaching Event 2016 | Cambridge Centre for Teaching and…
https://www.cctl.cam.ac.uk/news/directors-teaching-event-20167 Oct 2016: Professor Mary Beard was one of two speakers invited to share her thoughts on exams. -
Diversified Assessment | Cambridge Centre for Teaching and Learning
https://www.cctl.cam.ac.uk/newsletter/diversified-assessment15 Dec 2020: So far, conversations about diversified assessment have largely focused on how the current exam system structurally disadvantages disabled students. ... Moving on from the format of the exam, we should further consider: are exams really the best way to -
News
https://www.cctl.cam.ac.uk/news/feed13 Jul 2024: prof-phillip-dawson"><img typeof="foaf:Image" class="campl-scale-with-grid" ... sites/www.cctl.cam.ac.uk/files/styles/inline/public/exams.jpg?itok=QoimaVvP" alt="A person writing in a book at a table with coffee and papers" -
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 -
Cambridge staff perceptions of generative AI | Cambridge Centre for…
https://www.cctl.cam.ac.uk/educational-research/staff-perceptions-generative-ai22 Jan 2024: There were multiple instances of respondents intending to return to exams and/or consider the format of exams, and specifically in two cases ‘closed-book exam[s]’ and/or in-person ... The same respondent also suggested using monitored computer rooms -
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 -
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 -
Strand B | Diversifying Assessment | Cambridge Centre for Teaching…
https://www.cctl.cam.ac.uk/app-par-project/cycle-3/b-diversifying-assessment13 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 -
Cambridge Teaching & Learning Newsletter | Cambridge Centre for…
https://www.cctl.cam.ac.uk/newsletter23 Oct 2019: About the newsletter The Teaching and Learning Newsletter includes features on educational enhancements and innovations taking place across Cambridge, as well as details of upcoming events and development opportunities, and news relating to teaching, -
Registration is open for the Diversifying Assessment Symposium |…
https://www.cctl.cam.ac.uk/news/registration-open-diversifying-assessment-symposium2 Dec 2019: The morning will include short presentations from a range of disciplines about diverse assessment practices, including innovative approaches to the traditional exam. -
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. -
Thoughts on exams Professor Mary Beard I want to ...
https://www.cctl.cam.ac.uk/files/m_beard_talk.pdf7 Oct 2016: sense). For better or worse, exams are, of course, as much a cultural myth as a mode of assessment. ... Exams have also become something very convenient to blame for any of our problems of pedagogy. -
Assessment at Cambridge | Cambridge Centre for Teaching and Learning
https://www.cctl.cam.ac.uk/inclusive-teaching/assessment4 Mar 2022: In particular, Cambridge's rigorous personalised formative feedback in supervisions and emphasis on high-stakes end-of-year exams invites a clearer shared understanding of the connections between formative assessment (usually -
Pilkington Prize 2024 | Cambridge Centre for Teaching and Learning
https://www.cctl.cam.ac.uk/pilkington-prize/20246 Mar 2024: She is an experienced standard-setter and question-writer for Final MB exams, and contributes nationally on both fronts to the developing UK Medical Licensing Assessment. ... Sasha led this endeavour from start to finish, motivating and bringing together -
Diversifying Assessment Forum | Cambridge Centre for Teaching and…
https://www.cctl.cam.ac.uk/events/diversifying-assessment-forum6 Feb 2020: Diversified assessment moves away from a reliance on exam-based assessment, and instead focuses on summative assessment practices that ask students to engage in discipline-specific or authentic 'real-world' tasks ... There is considerable evidence in the -
Cambridge Teaching Forum 2024 3 The Cambridge Teaching Forum ...
https://www.cctl.cam.ac.uk/files/ctf-2024-programme.pdf16 Apr 2024: Nathan Crilly. Exam Room C. Lightning Talks. • Teaching & LearningCommunity of Practice Chris Baker. • ... Exam Room A&B. Workshop. • Exploring studentworkload Dr Claire Michel. Exam Room C. -
Guest Speaker: Prof. Phillip Dawson | Cambridge Centre for Teaching…
https://www.cctl.cam.ac.uk/events/diversifying-assessment-forum/keynote13 May 2024: Keynote: Assessment design for a time of artificial intelligence Artificial intelligence is capable of producing outputs that satisfy the requirements of some high-stakes assessments across a range of disciplines including law, medicine and -
Examination Results Analytics | Cambridge Centre for Teaching and…
https://www.cctl.cam.ac.uk/newsletter/examination-results-analytics28 Nov 2019: This article provides a brief introduction to the new data analysis tool for examining attainment outcomes, available to all University and College staff on request. -
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:. -
A recording of the first ever Diversifying Assessment Forum is now…
https://www.cctl.cam.ac.uk/news/recording-first-ever-diversifying-assessment-forum-now-available18 Mar 2020: The morning included short presentations from a range of disciplines about diverse assessment practices, including innovative approaches to the traditional exam. -
Pilkington Prize 2023 | Cambridge Centre for Teaching and Learning
https://www.cctl.cam.ac.uk/pilkington-prize/20237 Mar 2023: Fraz's substantial contribution to assessment also includes chairing the Final MB Part III SBA exam group and serving as a senior clinical OSCE examiner. ... 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: 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 -
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 -
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 -
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 -
Pilkington Prize 2018 | Cambridge Centre for Teaching and Learning
https://www.cctl.cam.ac.uk/pilkington-prize/201818 Jul 2018: He has also catalysed the creation of a large range of online resources, including clinical teaching videos and podcasts, revised the end-of-course assessment, and introduced an innovative post-exam ... coming from, particularly when providing feedback -
4 09.30 Atrium Registration 10.00 Babbage Lecture Theatre Opening ...
https://www.cctl.cam.ac.uk/files/ctf-2024-agenda.pdf16 Apr 2024: Nathan Crilly. Exam Room C. Lightning Talks. • Teaching & LearningCommunity of Practice Chris Baker. • ... Exam Room A&B. Workshop. • Exploring studentworkload Dr Claire Michel. Exam Room C. -
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. -
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 -
Rachel Fox & Emily Wilson | Innovative Practice | Cambridge…
https://www.cctl.cam.ac.uk/oscea/winners-2021/rachel-emily1 Feb 2022: It includes guidance from the General Medical Council, interactive examples and a series of practice Situational Judgement Test questions (which feature in the final-year exam on professionalism). -
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. -
Pilkington Prize 2019 | Cambridge Centre for Teaching and Learning
https://www.cctl.cam.ac.uk/pilkington-prize/20192 Jul 2019: suite. Additionally, she has delivered new MB Part II exams, focusing on relevant practical assessment of understanding and interpretation of Pathology, and has developed a comprehensive package of preparation resources, including -
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 -
Lylaah L Bhalerao | Inclusive Practice | Cambridge Centre for…
https://www.cctl.cam.ac.uk/oscea/winners-2021/lylaah-bhalerao1 Feb 2022: It attracted over 80 participants despite being held in exam term and advertised only internally. -
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. -
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. -
Surgical Society | Innovative Practice | Cambridge Centre for…
https://www.cctl.cam.ac.uk/oscea/winners-2021/surgical-society31 Jan 2022: These events include a webinar series on high-yield surgical topics for exams, a Careers & Innovation conference and a Women in Surgery conference. -
Strand B | Self-Advocacy | Cambridge Centre for Teaching and Learning
https://www.cctl.cam.ac.uk/app-par-project/cycle-3/b-self-advocacy13 Sep 2022: Directors of Studies, College Tutors, etc). Applying for adjustments for exams and/or supervisions is complicated by highly formal processes.
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