Repository logo
 

LEAD - Learning Enhancement and Academic Development

Permanent URI for this collectionhttps://eresearch.qmu.ac.uk/handle/20.500.12289/14083

Browse

Author: search.filters.author.Donaghue, HelenSubject: search.filters.subject.Higher Education

Search Results

Now showing 1 - 2 of 2
  • Thumbnail Image
    Item
    Using genre analysis to design formative assessment in higher education
    (Taylor and Francis Group, 2024-12-09) Donaghue, Helen; Heron, Marion
    Formative assessment (FA) is universally recognised as key to supporting student learning and success in higher education (HE). Despite this, summative assessment dominates HE students’ studies. We join an increasing call for more focus on formative assessment and propose an original professional development (PD) approach to help HE teachers design formative assessment tasks, using the concept of genre knowledge. Data from pre-workshop questionnaires, in-workshop activities and post workshop interviews demonstrate genre knowledge to be an effective heuristic to identify task requirements. This genre knowledge helps teachers design FA tasks which scaffold final summative assessments through focused development of specific areas of genre knowledge. We make recommendations on how teachers and trainers can use genre knowledge to raise awareness of and provide support for designing FA tasks which enhance student learning and success.
  • No Thumbnail Available
    Item
    Using a community of practice for teacher professional development in the United Arab Emirates
    (Analytrics, 2012) Gitsaki, Christina; Donaghue, Helen; Wang, Ping; Boufoy-Bastick, Béatrice
    Achieving teacher transformation through professional development training programs is not always guaranteed. Research has shown that teacher transformative learning is more likely to occur through professional interactions with colleagues and critical reflection. Such processes can help teachers develop new knowledge, change their previous beliefs about teaching, implement new strategies in class, and improve their classroom teaching practice. A Community of Practice (CoP) professional development model provides an environment where such learning can be achieved. While popular in the West, the CoP model is underused in parts of the world that have traditional educational systems, such as the Middle East. This chapter reports on a teacher professional development program using a CoP model designed to provide training on classroom teaching strategies and techniques to 25 college teachers in the United Arab Emirates (UAE). The chapter first describes the process of the CoP program and then reports on the results of an investigation of the participants’ attitudes towards the program and the content of the training sessions as well as how they implemented the specific teaching techniques in their classes.