Hi, this Thuraya Abdulla assistant professor at the Department of Mathematics -College of Science. Holder of a Ph.D. in Numerical Analysis from Imperial College London, UK. Also I hold a Postgraduate Certificate in Academic Practice (PCAP) from the University of York St. John. Fellow of The Higher Education Academy (HEA) at the UK since 2010. She got a Fulbright scholarship in 2011-2012. I was a Director of the Quality Assurance Office at the College of Science from December 2012 to September 2017 and Coordinator of the College of Science Students Training from 2008-2012. Currently, I am a member of the Unit of Teaching Excellence and Leadership (UTEL) since 2015 as a mentor in the PCAP and CPD programs.
MY interests are in Numerical methods for solving a mathematical problem, quality of education and learning, coaching and mentoring. I am a member in different professional societies such as Association for Women in Mathematics (AWM), American Mathematical Society (AMS), The Institute of Mathematics and its Application (IMA), International Network for Quality Assurance Agencies in Higher Education (INQAAHE), NAFSA, Association of International Educators and Bahrain Society for Training and Development (BSTD), Social Media Club (SMC), and Toastmasters International.
Hi David Here I think you meant we need to give formative assessments regularly and not summative assessment.
Reply to Karen Juchniewicz's post: I was not aware of this tool until I read it in the module. It is a very useful tool for us and for our students.
The module covered 3 points we, as instructors, need to consider: 1) Assessment reliability and validity to make the test free of bias. However, validity is more important to ensure a...
This module covered the three types of assessments, namely: diagnostic, formative, and summative. I realized that, as instructors, our focus mainly on the summative assessment and we don’t pay...