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1 - 10 of 41 search results for Economics exam |u:www.cctl.cam.ac.uk where 9 match all words and 32 match some words.
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  2. 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.
  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 Project 2: STEM vs Arts/Humanities Attainment Gaps 1. ...

    https://www.cctl.cam.ac.uk/files/app-par-cycle1-stemm-subjects.pdf
    24 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,.
  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 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).
  7. 1 Awarding gaps and assessment: a briefing paper for ...

    https://www.cctl.cam.ac.uk/files/eac-briefing-march21-awarding-gaps-assessment.pdf
    2 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.
  8. 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).
  9. 1 Project 7: Time Costs 1. Background information Strand ...

    https://www.cctl.cam.ac.uk/files/app-par-cycle1-time-costs-of-self-advocacy.pdf
    24 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.
  10. 1 Inclusive Teaching and Learning in the UK Higher ...

    https://www.cctl.cam.ac.uk/files/drc-inclusive-teaching-learning-report-2017.pdf
    24 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.
  11. Results that match 1 of 2 words

  12. Thoughts on exams Professor Mary Beard I want to ...

    https://www.cctl.cam.ac.uk/files/m_beard_talk.pdf
    7 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.

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