Tag: what is
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What is Service Design Thinking…? Part 1
Service Design Thinking Updated: In collaboration with the University of Auckland Business School, get 10% off the course fees for Service Design Thinking at checkout by using this code before the end of 2018: GRAEME10 A little while back I did a short course through the University of Auckland‘s executive education programme run through their business…
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BEFORE: Who are my learners?
Just do it: Diagnostic Assessment From here, our focus shifts from things you need to know to things you need to do. In other words, you’re going to start working with your learners on the next parts of this course. This includes diagnostic assessment for this section of the course, teaching in the next, and…
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BEFORE: How do I deal with environmental factors?
How do I deal with environmental factors? Where affective factors relate to your learners and their emotional state, environmental factors relate to the physical environment for assessing and learning. This environment might be a classroom for some tutors. But it could include other more non-traditional spaces that you use for assessment or teaching purposes, such…
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BEFORE: How do I deal with test fatigue?
How do I deal with test fatigue? Test fatigue is when your learners are over tested. This means they are exhausted when it comes to assessing and testing. And what this means is that you can’t trust your assessment results because they don’t represent your learners’ best efforts. Test fatigue happens for two reasons. One…
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BEFORE: How do I deal with learners’ test anxiety?
How can I address my learners’ test anxiety? Test anxiety is the stress that learners feel when they have to take a test or do something that feels like an assessment. It’s true that some test anxiety can motivate some learners to achieve. However, for most people feeling anxious about a test or assessment causes…
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BEFORE: How do I deal with learners’ stress and anxieties about assessment?
Affective factors Assessing your learners’ is part of good embedded literacy and numeracy practice. But sometimes there are other things going on that affect test results. One example might be your learner’s stress level during and assessment. Another example could be if they were interrupted part way through a test for some reason so that…
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BEFORE: What is the Literacy and Numeracy for Adults Assessment Tool (LNAAT)?
What is the TEC’s Literacy and Numeracy for Adults Assessment Tool (LNAAT)? The Literacy and Numeracy for Adults Assessment Tool (LNAAT) is an online tool designed to provide robust and reliable information on the reading, writing, numeracy and vocabulary skills of New Zealand adults. In other words: it’s there to help you improve the literacy…
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BEFORE: What is collaborative assessment?
What is collaborative assessment and what’s it for? Collaborative assessment is a kind of self-assessment where the group assesses themselves. This contrasts with learner self-assessment as we discussed earlier where each learner assesses their own skills or abilities. To put it another way: Learner self-assessment asks this question: “How good am I?” Collaborative group assessment asks…
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BEFORE: What is learner self-assessment?
What is learner self-assessment and what’s it for? Self-assessment is a form of assessment where students assess themselves. For our purposes, the focus would include self-assessment of literacy and numeracy skills and practices that underpin your programme or teaching context. The purpose of learner self-assessment is usually diagnostic, but you can use self-assessment both before and after…
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BEFORE: What is non-contextualised assessment?
What is non-contextualised assessment and what’s it for? A non-contextualised assessment is an assessment that examines generic aspects of literacy or numeracy without reference to any particular context. In other words, the aspects of literacy and numeracy that you are testing do not relate to the particular context in which you are teaching. For the…