Datblygu Dysgu trwy Asesu mewn Partneriaeth Developing Teaching
Datblygu Dysgu trwy Asesu mewn Partneriaeth Developing Teaching through Assessment in Partnership Cynhadledd Cyfeiriadau’r Dyfodol 2014 Future Directions Conference Prifysgol Aberystwyth University 2/4/14
Ymchwil Pyramid Dysgu Learning Pyramid Research
Myfyrwyr fel Partneriaid – cyd addysgu Students as Partners – collaborative learning • Sut? • How? • 90% o fyfyrwyr yn dysgu • 90% of students learn orau trwy ddysgu eraill best by teaching others neu ddefnyddio or using information gwybodaeth yn directly uniongyrchol • Research Process • Modiwl Proses Ymchwil Module - create a – creu dyddlyfr/ blog journal / weekly blog wythnosol sy’n cael ei assessed by peer asesu gan gyfoed
Heriau Challenges • Gwrthwynebiad gan fyfyrwyr bod cyd fyfyriwr yn asesu eu gwaith • Darlithwyr yn unig ddylai asesu? • Myfyrwyr yn cwestiynu gwerth a dibynoldeb yr asesiad? • Pwysig sicrhau datblygiad personol pob myfyriwr e. e. Myfyrwyr cryf yn cael eu herio a myfyrwyr gwan – eu hysgogi i ddysgu ar lefel dyfnach. • Resistance from students that a fellow student is assessing their work • Only lecturers should asses? • Students questioned the value and the dependency of the assessment? • Important to ensure the personal development of each student e. g. strong students are challenged and weaker students- motivated to learn on a deeper level
Manteision Myfyrwyr fel Partneriaid Advantages of Students as Partners • • • Creu amgylchedd dysgu : Cydweithredol Gweithredol Rhyngweithiol Sgiliau: Gwybyddol Creadigol, Gwerthusol , Beirniadol Datrys Problemau • Creating a learning environment : • Co-operative • Active • Interactive • Skills: • Cognitive, • Creative, • Evaluative, • Critical • Problem solving
Adborth gan Fyfyrwyr Feedback from Students
Manteision Myfyrwyr fel Partneriaid Advantages of Students as Partners • Dim bwydo o’r llwypwysleisio cyfrifoldeb y myfyrwyr i ymchwilio a dysgu a datblygu fel dysgwyr holistig, cymryd perchnogaeth o’u gwaith. • “perhaps the most important outcome of higher education should be the development by students of their ability to manage their own learning” Race (2001: 192) • No spoon-feeding emphasis on the responsibility of the students to explore and learn and develop as holistic learners, taking ownership of their work.
Cyfeiriadaeth References • • • Black, P a Wiliam, D (1998) Assessment and Classroom Learning. Assessment in Education, 5 1 -74 Cullen et al (2002) Review of Current Pedagogic Research and Practice in the Fields of Post. Compulsory Education and Lifelong Learning. Tavistock Institute. Ecclestone. K Learning Autonomy in Post 16 education: the politics and practice of formative assessment London: Routledge Falmer Gardner et al (2008) Newid Arferion Asesu - Proses, Egwyddorion a Safonau. Grŵp Diwygio Asesu Gravells, A(2009) Principles and Practice of assessment in the lifelong learning sector. Exeter. Learning Matters. Harlen, W (2007) Assessment of Learning. Llundain: Sage Llywodraeth Cynulliad Cymru ( 2008) Manteisio i’r eithaf ar ddysgu- Gweithredu’r Cwricwlwm diwygiedig Yr Adran Plant, Addysg, Dysgu Gydol Oes a Sgiliau. Magennis, S. and Farrell, A. (2005) "Teaching and Learning Activities: expanding the repertoire to support student learning" in G O'Neill, S Moore and B Mc. Mullin Emerging Issues in the Practice of University Learning and Teaching, Dublin; All Ireland Society for Higher Education/Higher Education Authority http: //www. cisco. com/web/strategy/docs/education/Multimodal-Learning-Through-Media. pdf (accessed 24/3/14) Race, P. (2001) The Lecturer’s Toolkit second edition A practical guide to learning, Teaching and Assessment Kogan Page Limited
- Slides: 8