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Open Educational Resources of UCD Teaching and Learning, University College Dublin
Category:Evaluation
Evaluation
Evaluation Module Overview
Evaluation Module Descriptor
Evaluation Module Map
Evaluation Sections
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Pages in category "Evaluation"
The following 108 pages are in this category, out of 108 total.
E
Evaluation Module Descriptor
Evaluation Module Map
Evaluation Module Overview
Evaluation Resources
Evaluation Sections
R
R1: Journals
R2: Books
R3: Online Resources
S
Section 1: Overview
Section 2.1 Definitions
Section 2.2 History & Role
Section 2.2.1 Background to SET
Section 2.2.2 Predominance of SET
Section 2.3.1 Module
Section 2.3.2 Stage (End of Year)
Section 2.3.3 Programme
Section 2.3.3.1 Models of Programme Evaluation
Section 2.3.3.2 Conducting Programme Evaluation
Section 2.4 Focus and Content of SET
Section 2.5 Involvement of Students
Section 2.5.1 Need for Active Engagement
Section 2.5.2 Problems using Student Ratings
Section 2.5.3 Tutor Attitudes to Student Involvement in SET
Section 2.5.4 Student Vs Tutor attitudes to SET
Section 2: What Is SET?
Section 3.1 Formative & Summative Background
Section 3.1.1 Defining Formative SET
Section 3.1.2 Defining Summative SET
Section 3.2.1 Reason for Evaluating
Section 3.2.2 Reason for Evaluating
Section 3.2.2.1 Promotions in UCD
Section 3.2.3 Reason for Evaluating
Section 3.2.4 Reason for Evaluating
Section 3: Why Do SET?
Section 4.1 Approaching Evaluation
Section 4.10 Methods
S cont.
Section 4.11 Methods
Section 4.12 Methods
Section 4.13 Standardised Surveys
Section 4.13.1 The Course Experience Questionnaire
Section 4.13.2 Student Evaluation of Educational Quality
Section 4.2 The Evaluation Cycle
Section 4.3 Focus of Evaluations
Section 4.4 Scope of SET
Section 4.4.1 Traditional SET Instruments
Section 4.4.2 Suggested Areas for Inclusion
Section 4.4.3 Areas not typically included
Section 4.5 Selecting an Evaluation Method
Section 4.5.1 Multi-Method Approach
Section 4.6 Methods
Section 4.6.1 Reliance on Surveys
Section 4.6.2 Generic Questionnaires
Section 4.6.3 Paper vs. Digital Surveys
Section 4.6.4 Advantages and Disadvantages of Online Surveys
Section 4.6.5 Developing a survey
Section 4.7 Methods
Section 4.8 Methods
Section 4.9 Methods
Section 4: How To Do SET
Section 5.1 Role of Feedback
Section 5.2 Factors Affecting Feedback
Section 5.4 Interpreting Feedback
Section 5.5 Implementing change
Section 5.6 Closing the Feedback Loop
Section 5.7 Sharing Feedback
Section 5: Feedback
Section 6.1 Changing Role of Teaching
Section 6.2 Need for Reflection
Section 6.3 Positive Impact of SET on Teaching
Section 6.4 Negative Consequences of SET on Teaching
Section 6.4.1 Students
Section 6.4.2 Staff
S cont.
Section 6.4.3 Module, Stage, or Programme
Section 6.4.4 Institutional
Section 6.4.5 Other Negative Consequences
Section 6.5 Barriers to making changes
Section 6.5.1 Motivation
Section 6.5.2 Direction
Section 6.5.3 Data Use
Section 6.7 Examples of Impact of SET on Teaching
Section 6: Impact On Teaching
Section 7.1 Start of Semester
Section 7.2 Mid-Semester
Section 7.3 End of Semester
Section 7.4 Post-Graduation
Section 7: When To Do SET?
Section 8.1 General Issues of Reliability & Validity
Section 8.1.1 Reliability
Section 8.1.2 Validity
Section 8.2 Participation Rates
Section 8.3 Response Error & Bias
Section 8.4 Measurement Issues
Section 8.4.1 Measuring Good Teaching
Section 8.4.2 Single-item indicators
Section 8.4.3 Questionnaire construction
Section 8.5 Confounding Variables
Section 8: Reliability & Validity
Section 9.1 Context
Section 9.1.1 National Context
Section 9.1.2 UCD Context
Section 9.2 Development of SFM Tool
Section 9.2.1 Content
Section 9.2.2 Structure
Section 9.2.2.1 Section 1
Section 9.2.2.2 Section 2
Section 9.3 SFM Reports
Section 9.4 SFM 2010-2011
Section 9: UCD SFM
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