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Titlebook: Alternative Assessments in Malaysian Higher Education; Voices from the Fiel Farrah Dina Yusop,Amira Firdaus Book 2022 The Editor(s) (if app

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發(fā)表于 2025-3-21 18:10:48 | 只看該作者 |倒序瀏覽 |閱讀模式
期刊全稱Alternative Assessments in Malaysian Higher Education
期刊簡稱Voices from the Fiel
影響因子2023Farrah Dina Yusop,Amira Firdaus
視頻videohttp://file.papertrans.cn/155/154039/154039.mp4
發(fā)行地址Presents case studies illustrating the application of alternative assessments in higher education.Details the pedagogical design decision in the mind of the academics when implementing alternative ass
圖書封面Titlebook: Alternative Assessments in Malaysian Higher Education; Voices from the Fiel Farrah Dina Yusop,Amira Firdaus Book 2022 The Editor(s) (if app
影響因子.This book offers an overview of five categories of alternative assessments used by established and emerging faculty throughout Malaysian institutions of higher education, namely peer and self-assessment, group-based assessment, performance-based assessment, portfolio, and technology-based assessment. It features 29 innovative case studies of alternative assessments, serving as both inspiration and practical guide for educators planning to design and implement alternative assessments in their own classes. Each chapter showcases viable examples of authentic, holistic, meaningful and effective assessments as practiced by educators in major universities throughout Malaysia. This book also provides readers a greater appreciation of the varied forms of alternative assessments that are possible, limited only by the individual’s innovation and motivation.?.
Pindex Book 2022
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沙發(fā)
發(fā)表于 2025-3-21 21:29:11 | 只看該作者
板凳
發(fā)表于 2025-3-22 02:45:52 | 只看該作者
Alternative Assessments in Malaysian Higher Education978-981-16-7228-6
地板
發(fā)表于 2025-3-22 06:55:42 | 只看該作者
5#
發(fā)表于 2025-3-22 12:30:17 | 只看該作者
What Does Self-reflection Have Anything to Do with My Professionalism?on. Some students were angry, frustrated or sad at the beginning of the remediation. Their reflective essays and written reports, however, demonstrated insightful thoughts at the end of the remediation. The students eventually realised their misbehaviour and reflected on their previous attitudes. Th
6#
發(fā)表于 2025-3-22 13:49:03 | 只看該作者
Using Peer Assessments for Problem-Based Learning to Assess Student Professionalismle chairpersons, prepared and brought new information, listened to peers and encouraged peers to participate in the discussions. On the other hand, students identified problematic peers as those who were absent or unpunctual, unprepared and passive when discussions took place. Most contributing peer
7#
發(fā)表于 2025-3-22 17:05:31 | 只看該作者
Interactive Group-Based Assessment in Medical Biochemistryion given to reach a consensus answer. The learning outcomes are holistically assessed through students’ formative performance in a group-based assessment. Instructor feedback is crucial to correct any misinformation or misunderstanding of the learning outcomes.
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發(fā)表于 2025-3-22 22:14:24 | 只看該作者
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發(fā)表于 2025-3-23 03:53:43 | 只看該作者
Manifesting the Understanding of ‘Integration’: Assessing Biomechatronics Through Group Exhibitiontical in the ‘M’). In order to perform optimally, the students could not simply ‘divide and conquer’ the project. The rubrics for the group component addresses the ability of each group member to integrate well with other specialisations of the other team members, which makes up the individual score
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發(fā)表于 2025-3-23 09:03:12 | 只看該作者
Group-Based Holistic Assessment:?An Idea from the WOU Experiencef other ethnic groups in Malaysia. The project also exposed them to a broader and deeper set of skills, knowledge, and habits of success including critical thinking, teamwork, problem solving, effective communication and reflective practice than those they develop through the traditional focus on ac
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