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	<title>Assessing learning &#8211; Dr Lynette Pretorius</title>
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		<title>Accurately assessing students&#8217; use of generative AI acknowledgements in assignments</title>
		<link>https://www.lynettepretorius.com/the_scholars_way_blog/accurately-assessing-students-use-of-generative-ai-acknowledgements/</link>
					<comments>https://www.lynettepretorius.com/the_scholars_way_blog/accurately-assessing-students-use-of-generative-ai-acknowledgements/#comments</comments>
		
		<dc:creator><![CDATA[Lynette Pretorius]]></dc:creator>
		<pubDate>Wed, 20 Dec 2023 01:53:51 +0000</pubDate>
				<category><![CDATA[AI Literacy]]></category>
		<category><![CDATA[The Scholar’s Way Blog]]></category>
		<category><![CDATA[Academic integrity]]></category>
		<category><![CDATA[AI literacy]]></category>
		<category><![CDATA[Artificial intelligence]]></category>
		<category><![CDATA[Assessing learning]]></category>
		<category><![CDATA[ChatGPT]]></category>
		<category><![CDATA[Educational technology]]></category>
		<category><![CDATA[Feedback]]></category>
		<category><![CDATA[Generative AI]]></category>
		<category><![CDATA[Teaching practice]]></category>
		<guid isPermaLink="false">https://www.lynettepretorius.com/?p=325</guid>

					<description><![CDATA[Author: Lynette Pretorius. Lecturers play a pivotal role in shaping the learning of their students. In a metric-focused university environment, this learning necessitates the assessment of students&#8217; learning throughout their educational journey. Assessing assignments not only gauges the understanding of the subject matter but also evaluates the development of critical academic skills. These skills, such<div class="more-link">
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			<slash:comments>4</slash:comments>
		
		
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		<title>Learning how to evaluate the reliability of online sources</title>
		<link>https://www.lynettepretorius.com/the_scholars_way_blog/learning-how-to-evaluate-the-reliability-of-online-sources/</link>
					<comments>https://www.lynettepretorius.com/the_scholars_way_blog/learning-how-to-evaluate-the-reliability-of-online-sources/#respond</comments>
		
		<dc:creator><![CDATA[Lynette Pretorius]]></dc:creator>
		<pubDate>Mon, 20 Nov 2023 06:20:07 +0000</pubDate>
				<category><![CDATA[The Scholar’s Way Blog]]></category>
		<category><![CDATA[Academic writing]]></category>
		<category><![CDATA[Assessing learning]]></category>
		<category><![CDATA[Critical thinking]]></category>
		<category><![CDATA[Educational technology]]></category>
		<category><![CDATA[Experiential learning]]></category>
		<category><![CDATA[Feedback]]></category>
		<category><![CDATA[Scholarship of teaching and learning]]></category>
		<category><![CDATA[Teaching practice]]></category>
		<guid isPermaLink="false">https://www.lynettepretorius.com/?p=334</guid>

					<description><![CDATA[Author: Lynette Pretorius. It is commonly thought that contemporary students are digital natives who are naturally able to use sophisticated digital literacy in their daily practices because they have been immersed in the digital age their entire lives. Research, though, shows that the concept of being a digital native is a myth. For example, studies<div class="more-link">
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			<slash:comments>0</slash:comments>
		
		
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		<title>Improving students’ understanding by building a culture of academic integrity</title>
		<link>https://www.lynettepretorius.com/the_scholars_way_blog/improving-students-understanding-by-building-a-culture-of-academic-integrity/</link>
					<comments>https://www.lynettepretorius.com/the_scholars_way_blog/improving-students-understanding-by-building-a-culture-of-academic-integrity/#comments</comments>
		
		<dc:creator><![CDATA[Lynette Pretorius]]></dc:creator>
		<pubDate>Fri, 20 Oct 2023 06:00:15 +0000</pubDate>
				<category><![CDATA[The Scholar’s Way Blog]]></category>
		<category><![CDATA[Academic integrity]]></category>
		<category><![CDATA[Academic writing]]></category>
		<category><![CDATA[Assessing learning]]></category>
		<category><![CDATA[Collaborative learning]]></category>
		<category><![CDATA[Ethical research practice]]></category>
		<category><![CDATA[Feedback]]></category>
		<category><![CDATA[Plagiarism]]></category>
		<category><![CDATA[Referencing]]></category>
		<category><![CDATA[Reflection]]></category>
		<category><![CDATA[Teaching practice]]></category>
		<guid isPermaLink="false">https://www.lynettepretorius.com/?p=272</guid>

					<description><![CDATA[Author: Lynette Pretorius. Credit: This blog post is an adapted form of a case study I wrote for Advance HE. Universities have been cracking down on cheating and all sorts of dishonest academic behaviour recently. They&#8217;ve rolled out a bunch of strict rules related to academic integrity and use fancy software to keep an eye<div class="more-link">
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			</div>]]></description>
		
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			<slash:comments>2</slash:comments>
		
		
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		<title>Embracing flexibility in assessment to enhance higher-order thinking</title>
		<link>https://www.lynettepretorius.com/the_scholars_way_blog/embracing-flexibility-in-assessment-to-enhance-higher-order-thinking/</link>
					<comments>https://www.lynettepretorius.com/the_scholars_way_blog/embracing-flexibility-in-assessment-to-enhance-higher-order-thinking/#respond</comments>
		
		<dc:creator><![CDATA[Lynette Pretorius]]></dc:creator>
		<pubDate>Mon, 16 Oct 2023 00:10:13 +0000</pubDate>
				<category><![CDATA[The Scholar’s Way Blog]]></category>
		<category><![CDATA[Assessing learning]]></category>
		<category><![CDATA[Critical thinking]]></category>
		<category><![CDATA[Student experience]]></category>
		<category><![CDATA[Teaching practice]]></category>
		<guid isPermaLink="false">https://www.lynettepretorius.com/?p=458</guid>

					<description><![CDATA[Author: Lynette Pretorius. Innovations in assessment task design are essential if we as educators are to encourage our students to see assessment as a learning process, rather than just a means towards a grade. In a recent study I did with some of my colleagues from accounting, we developed a flexible assessment regime designed to<div class="more-link">
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			</div>]]></description>
		
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		<title>Developing students&#8217; critical thinking and clinical reasoning through problem-based assessment</title>
		<link>https://www.lynettepretorius.com/the_scholars_way_blog/developing-students-critical-thinking-and-clinical-reasoning-through-problem-based-assessment/</link>
					<comments>https://www.lynettepretorius.com/the_scholars_way_blog/developing-students-critical-thinking-and-clinical-reasoning-through-problem-based-assessment/#respond</comments>
		
		<dc:creator><![CDATA[Lynette Pretorius]]></dc:creator>
		<pubDate>Thu, 12 Oct 2023 23:00:31 +0000</pubDate>
				<category><![CDATA[The Scholar’s Way Blog]]></category>
		<category><![CDATA[Assessing learning]]></category>
		<category><![CDATA[Clinical reasoning]]></category>
		<category><![CDATA[Constructive alignment]]></category>
		<category><![CDATA[Critical thinking]]></category>
		<category><![CDATA[Experiential learning]]></category>
		<category><![CDATA[Feedback]]></category>
		<category><![CDATA[Scholarship of teaching and learning]]></category>
		<category><![CDATA[Student experience]]></category>
		<category><![CDATA[Teaching practice]]></category>
		<guid isPermaLink="false">https://www.lynettepretorius.com/?p=412</guid>

					<description><![CDATA[Author: Lynette Pretorius. In clinical education, the challenge is to not just impart content knowledge, but also help students develop critical real-world clinical skills. This is particularly true when it comes to critical thinking and clinical reasoning skills. In a paper I recently wrote with colleagues from a midwifery unit, we demonstrate how constructive alignment<div class="more-link">
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			<slash:comments>0</slash:comments>
		
		
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