Everyone makes mistakes when writing. Sometimes, those mistakes are just simple typos; other times, they're the result of grammar skills that need polishing or updating. The more writers -- and emerging writers -- know about how grammar works, the more clear, concise, and effective communicators...
students are more concerned with content relevance than with credibility. They rarely attend to source features such as author, venue or publication type to evaluate reliability and author perspective. When they do refer to source features in their explanations, their judgments are often vague, superficial and lack reasoned justification
Gino Fransman's insight:
hugely relevant at post-secondary levels too, students tend to assume that what's there must be right, more than to critically engage with what they're encountering.
Although we can learn a lot of great information from books, articles, interviews, and conversations, we naturally forget a lot of it. Create a system to regularly remind you of lessons you've already learned. Here are three simple ways you can do that.
Resource to cosult while considering assessment and test questions in the Clinical Sciences. Several are applicable elsewhere, and worthey of a look.
The following pair of item stems illustrate the difference between a question assessing recall of an isolated fact and a ques-tion assessing application of knowledge.Basic Science Recall Item Stem:What area is supplied with blood by the posterior inferior cerebellar artery?Basic Science Application of Knowledge Item Stem:A 62-year-old man develops left-sided limb ataxia, Horner’s syndrome, nystagmus, and loss of appreciation of facialpain and temperature sensations. What artery is most likely to be occluded?
Another survey—this one from the Association of American Colleges and Universities—documents employers’ lack of confidence in recent graduates, raising questions about what colleges can do to close the gap.
Police, design, plan and manage: developing a framework for integrating staff roles and institutional policies into a plagiarism prevention strategy. . ???aop.label???. doi: 10.1080/1360080X.2014.957895
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