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Post written by guest author Dr Marina Iskhakova from the ANU College of Business and Economics Image by Rawpixel, downloaded from Envato Foundations of Cross-Culturally Responsive Teaching Philosophy On the
Post written by guest author Dr Marina Iskhakova from the ANU College of Business and Economics On Day 1, we identified Cross-Culturally Responsive (CCR) educators as academics who are subject
Post written by guest author Dr Marina Iskhakova from the ANU College of Business and Economics On Day 1, we acquired a core understanding of Cross-Culturally Responsive (CCR) philosophy while
Welcome to Day 1! Today, we will look at the history and current meaning of the term “formative assessment”. How has it been used and how is it used today?
The importance of self-regulation “The construct of self‐regulation refers to the degree to which students can regulate aspects of their thinking, motivation and behaviour
Are formative assessments always tests or quizzes? In the past, formative assessments have often been equated with “tests” designed to check
Higher education policy in Australia Higher Education policy in Australia emphasises a rapidly changing, digitalised and global world where graduates will need to be adaptable and innovative. For example, among
What messages do assessments give students? “Every act of assessment gives a message to students about what they should be learning and how they should go about it.” (Boud, 1995,
Are you seeking to establish or refresh your online researcher profile? There are many online digital tools that can assist you to achieve this. In this coffee course, we will