{"id":452,"date":"2023-07-20T10:23:44","date_gmt":"2023-07-20T09:23:44","guid":{"rendered":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/?page_id=452"},"modified":"2024-12-19T11:58:26","modified_gmt":"2024-12-19T11:58:26","slug":"crynodeb-o-ddulliau-asesu","status":"publish","type":"page","link":"http:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/cy\/egwyddorion-allweddol\/egwyddor-5-asesu-syn-gyfystyr-a-dysgu\/crynodeb-o-ddulliau-asesu\/","title":{"rendered":"Crynodeb o Ddulliau Asesu"},"content":{"rendered":"<figure id=\"post-6713 media-6713\" class=\"image align-none\"><img decoding=\"async\" src=\"http:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/files\/2024\/09\/Screenshot-2024-09-30-at-09.35.00.png\" alt=\"image of a lightbulb with a graduation cap on top and books inside it\" \/><\/figure>\n<h2>Dechrau arni<\/h2>\n<p>Mae\u2019r adran hon yn darparu rhestr ddangosol, anghyflawn o rai o\u2019r gwahanol ddulliau asesu a ddefnyddir yn gyffredin mewn addysg uwch yn y DU.<\/p>\n<p>Ar gyfer pob dull asesu, mae\u2019r crynodeb yn cynnwys:<\/p>\n<ul>\n<li>Disgrifiad byr o&#8217;r sgiliau a ddatblygwyd ym mhob asesiad a sylwadau cryno ar <a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/cy\/egwyddorion-allweddol\/egwyddor-5-asesu-syn-gyfystyr-a-dysgu\/asesiadau-dilys\/\">ddilysrwydd<\/a> yr asesiad yn ogystal ag ystyried y <a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/cy\/trosolwg-or-themau\/cyflogadwyedd\/rhinweddau-graddedigion\/\">rhinweddau graddedigion<\/a> a gyflawnwyd.<\/li>\n<li>Syniad o&#8217;r risg o gamymddwyn academaidd sydd ynghlwm wrth bob dull, ac awgrymiadau ar ffyrdd o leihau&#8217;r risg hon.<\/li>\n<li>Sylwadau cryno ar y rhwystrau rhag dysgu ar gyfer pob asesiad, ac ystyriaethau o ran mynd i&#8217;r afael \u00e2 <a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/cy\/trosolwg-or-themau\/cynwysoldeb\/grymuso-myfyrwyr-i-wireddu-eu-potensial\/\">chynwysoldeb<\/a>.<\/li>\n<\/ul>\n<p>Ar ddiwedd y crynodeb hwn, gallwch hefyd ddysgu mwy am asesu cynhwysol a sut y gallwn feddwl yn ddigidol am ddylunio asesu.<\/p>\n<h3><a href=\"#section1\">Crynodeb o Ddulliau Asesu<\/a><\/h3>\n<h3><a href=\"#section2\">Asesiad cynhwyso<\/a><\/h3>\n<h3><a href=\"#section3\">Meddwyl yn ddigidol: offer yn helpu asesu<\/a><\/h3>\n<hr \/>\n<h2 id=\"section1\">Crynodeb o Ddulliau Asesu<\/h2>\n<p>Mae&#8217;r Crynodeb canlynol o Ddulliau Asesu yn seiliedig ar Brown, S. and Race, P. 2021 Using Effective Assessment and Feedback to Promote Learning. Yn Hunt, L. and Chalmers, D. University Teaching in Focus: A Learning-centred Approach. Llundain: Routledge. tt.135-162.<\/p>\n<div class=\"accordion accordion-accessible\"><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-assessment-compendium-cy-1\"\n        aria-expanded=\"false\"><svg class=\"icon icon-chevron-right\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewBox=\"0 0 19.75 32\">\n    <title>Chevron right<\/title>\n    <path d=\"M6.13,28.28L18.41,16,6.13,3.72,9.84,0l16,16-16,16Z\" transform=\"translate(-6.13 0)\"><\/path>\n<\/svg> Arholiadau wyneb yn wyneb <\/h2> <div class=\"accordion-section-body collapse \" id=\"content-assessment-compendium-cy-1\"><p>Arholiadau ysgrifenedig traddodiadol, nas gwelwyd ymlaen llaw, \u00e2 chyfyngiad amser, sy\u2019n defnyddio cwestiynau traethawd yn bennaf.<\/p>\n<p>\n        <div class=\"cu_tabs\">\n               \n        <ul class=\"nav nav-tabs\" role=\"tablist\">\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link active\" href=\"#content-exams-cy-1\" data-toggle=\"tab\" role=\"tab\" id=\"exams-cy-1\">Dilysrwydd <\/a><\/li>\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link \" href=\"#content-exams-cy-2\" data-toggle=\"tab\" role=\"tab\" id=\"exams-cy-2\">Ystyriaethau camymddwyn academaidd <\/a><\/li>\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link \" href=\"#content-exams-cy-3\" data-toggle=\"tab\" role=\"tab\" id=\"exams-cy-3\">Rhwystrau rhag Dysgu ac ystyriaethau <\/a><\/li><\/ul> <div class=\"tab-content\">\n        <div class=\"tab-pane active\" id=\"content-exams-cy-1\" role=\"tabpanel\" aria-labelledby=\"exams-cy-1\">\n        <p>Mae arholiadau yn fath traddodiadol iawn o asesu nad yw'n adlewyrchu gweithgareddau yn y gweithle, sy\u2019n profi'r hyn y mae myfyrwyr wedi'i ddysgu ar gof; fodd bynnag, gellir dadlau bod arholiadau'n profi galluoedd myfyrwyr i weithio dan bwysau.<\/p>\n\n        <\/div>\n        <div class=\"tab-pane \" id=\"content-exams-cy-2\" role=\"tabpanel\" aria-labelledby=\"exams-cy-2\">\n        <p>Gellir osgoi camymddwyn academaidd a chamddefnyddio deallusrwydd artiffisial (AI) cynhyrchiol.<\/p>\n\n        <\/div>\n        <div class=\"tab-pane \" id=\"content-exams-cy-3\" role=\"tabpanel\" aria-labelledby=\"exams-cy-3\">\n        <p>Gall cyflymder ac eglurdeb y llawysgrifen effeithio ar berfformiad; bydd rhai grwpiau, fel myfyrwyr nad Saesneg yw eu hiaith gyntaf, neu fyfyrwyr sy'n dioddef gorbryder ynghylch arholiadau, dan anfantais.<\/p>\n\n        <\/div><\/div>\n        <\/div><\/p>\n<\/div> <\/div><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-assessment-compendium-cy-2\"\n        aria-expanded=\"false\"><svg class=\"icon icon-chevron-right\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewBox=\"0 0 19.75 32\">\n    <title>Chevron right<\/title>\n    <path d=\"M6.13,28.28L18.41,16,6.13,3.72,9.84,0l16,16-16,16Z\" transform=\"translate(-6.13 0)\"><\/path>\n<\/svg> Arholiad llyfr agored <\/h2> <div class=\"accordion-section-body collapse \" id=\"content-assessment-compendium-cy-2\"><p>Mae myfyrwyr yn mynd \u00e2 nodiadau, neu ddyfeisiau electronig i mewn i arholiad.<\/p>\n<p>\n        <div class=\"cu_tabs\">\n               \n        <ul class=\"nav nav-tabs\" role=\"tablist\">\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link active\" href=\"#content-open-book-exams-cy-1\" data-toggle=\"tab\" role=\"tab\" id=\"open-book-exams-cy-1\">Dilysrwydd <\/a><\/li>\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link \" href=\"#content-open-book-exams-cy-2\" data-toggle=\"tab\" role=\"tab\" id=\"open-book-exams-cy-2\">Ystyriaethau camymddwyn academaidd <\/a><\/li>\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link \" href=\"#content-open-book-exams-cy-3\" data-toggle=\"tab\" role=\"tab\" id=\"open-book-exams-cy-3\">Rhwystrau rhag Dysgu ac ystyriaethau <\/a><\/li><\/ul> <div class=\"tab-content\">\n        <div class=\"tab-pane active\" id=\"content-open-book-exams-cy-1\" role=\"tabpanel\" aria-labelledby=\"open-book-exams-cy-1\">\n        <p>Llai o ffocws ar gof a chofio, a mwy o ffocws ar yr hyn y gall myfyrwyr ei wneud gyda'r wybodaeth a ddarperir iddynt.<\/p>\n<p>Mwy o ddilysrwydd oherwydd efallai y bydd angen i fyfyrwyr ddadansoddi a gwerthuso dogfennau i lunio adroddiad mewn lleoliad gweithle.<\/p>\n\n        <\/div>\n        <div class=\"tab-pane \" id=\"content-open-book-exams-cy-2\" role=\"tabpanel\" aria-labelledby=\"open-book-exams-cy-2\">\n        <p>Bydd angen cynllunio'r mathau o nodiadau neu destunau, neu'r defnydd y caniateir i fyfyrwyr ei wneud o adnoddau ar-lein a'u cyfleu'n glir. Bydd hyn hefyd yn anodd ei fonitro.<\/p>\n\n        <\/div>\n        <div class=\"tab-pane \" id=\"content-open-book-exams-cy-3\" role=\"tabpanel\" aria-labelledby=\"open-book-exams-cy-3\">\n        <p>Mae'r un ystyriaethau cynwysoldeb yn berthnasol i raddau helaeth i arholiadau traddodiadol a rhai llyfrau agored (cyflymder ysgrifennu \u00e2 llaw neu deipio, Saesneg fel iaith ychwanegol, gorbryder), ond gall y dull llyfr agored weddu i ystod o anghenion sydd ychydig yn ehangach.<\/p>\n\n        <\/div><\/div>\n        <\/div><\/p>\n<\/div> <\/div><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-assessment-compendium-cy-3\"\n        aria-expanded=\"false\"><svg class=\"icon icon-chevron-right\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewBox=\"0 0 19.75 32\">\n    <title>Chevron right<\/title>\n    <path d=\"M6.13,28.28L18.41,16,6.13,3.72,9.84,0l16,16-16,16Z\" transform=\"translate(-6.13 0)\"><\/path>\n<\/svg> Darparu testunau a welwyd ymlaen llaw <\/h2> <div class=\"accordion-section-body collapse \" id=\"content-assessment-compendium-cy-3\"><p>Rhoddir testunau i fyfyrwyr cyn arholiad neu ddyddiad cau tynn (e.e. wythnos ymlaen llaw) fel bod ganddynt amser i baratoi eu hymatebion.<\/p>\n<p>\n        <div class=\"cu_tabs\">\n               \n        <ul class=\"nav nav-tabs\" role=\"tablist\">\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link active\" href=\"#content-providing-seen-texts-cy-1\" data-toggle=\"tab\" role=\"tab\" id=\"providing-seen-texts-cy-1\">Dilysrwydd <\/a><\/li>\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link \" href=\"#content-providing-seen-texts-cy-2\" data-toggle=\"tab\" role=\"tab\" id=\"providing-seen-texts-cy-2\">Ystyriaethau camymddwyn academaidd <\/a><\/li>\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link \" href=\"#content-providing-seen-texts-cy-3\" data-toggle=\"tab\" role=\"tab\" id=\"providing-seen-texts-cy-3\">Rhwystrau rhag Dysgu ac ystyriaethau <\/a><\/li><\/ul> <div class=\"tab-content\">\n        <div class=\"tab-pane active\" id=\"content-providing-seen-texts-cy-1\" role=\"tabpanel\" aria-labelledby=\"providing-seen-texts-cy-1\">\n        <p>Gall fod elfen o ddilysrwydd yn yr ystyr y gall gwaith mewn rhai meysydd, megis y gyfraith, addysgu, neu arweinyddiaeth, ddigwydd o dan bwysau amser, gydag allbynnau perfformiad megis cyflwyniadau, darlithoedd neu areithiau.<\/p>\n\n        <\/div>\n        <div class=\"tab-pane \" id=\"content-providing-seen-texts-cy-2\" role=\"tabpanel\" aria-labelledby=\"providing-seen-texts-cy-2\">\n        <p>Bydd myfyrwyr yn cael cyfle i ofyn am help neu i gydgynllwynio wrth baratoi.<\/p>\n\n        <\/div>\n        <div class=\"tab-pane \" id=\"content-providing-seen-texts-cy-3\" role=\"tabpanel\" aria-labelledby=\"providing-seen-texts-cy-3\">\n        <p>Gall myfyrwyr sydd ag ymrwymiadau fel gwaith neu ddibynyddion fod o dan anfantais annheg.<\/p>\n\n        <\/div><\/div>\n        <\/div><\/p>\n<\/div> <\/div><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-assessment-compendium-cy-4\"\n        aria-expanded=\"false\"><svg class=\"icon icon-chevron-right\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewBox=\"0 0 19.75 32\">\n    <title>Chevron right<\/title>\n    <path d=\"M6.13,28.28L18.41,16,6.13,3.72,9.84,0l16,16-16,16Z\" transform=\"translate(-6.13 0)\"><\/path>\n<\/svg> Traethodau <\/h2> <div class=\"accordion-section-body collapse \" id=\"content-assessment-compendium-cy-4\"><p>Dadl ysgrifenedig estynedig, a ddefnyddir yn helaeth ar gyrsiau'r dyniaethau.<\/p>\n<p>\n        <div class=\"cu_tabs\">\n               \n        <ul class=\"nav nav-tabs\" role=\"tablist\">\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link active\" href=\"#content-essays-cy-1\" data-toggle=\"tab\" role=\"tab\" id=\"essays-cy-1\">Dilysrwydd <\/a><\/li>\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link \" href=\"#content-essays-cy-2\" data-toggle=\"tab\" role=\"tab\" id=\"essays-cy-2\">Ystyriaethau camymddwyn academaidd <\/a><\/li>\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link \" href=\"#content-essays-cy-3\" data-toggle=\"tab\" role=\"tab\" id=\"essays-cy-3\">Rhwystrau rhag Dysgu ac ystyriaethau <\/a><\/li><\/ul> <div class=\"tab-content\">\n        <div class=\"tab-pane active\" id=\"content-essays-cy-1\" role=\"tabpanel\" aria-labelledby=\"essays-cy-1\">\n        <p>Mae traethodau yn fath o asesu annilys i raddau helaeth, gan nad yw'r dull hwn o ysgrifennu yn cael ei ddefnyddio mewn lleoliadau gwaith y tu allan i'r byd academaidd; fodd bynnag, mae datblygu sgiliau ysgrifennu traethodau yn helpu myfyrwyr i weithio tuag at y rhinwedd graddedigion: <a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/cy\/trosolwg-or-themau\/cyflogadwyedd\/rhinweddau-graddedigion\/\">'meddwl yn annibynnol ac yn feirniadol'<\/a>.<\/p>\n\n        <\/div>\n        <div class=\"tab-pane \" id=\"content-essays-cy-2\" role=\"tabpanel\" aria-labelledby=\"essays-cy-2\">\n        <p>Yn draddodiadol, mae ysgrifennu traethodau yn agored i twyllo contract, ac erbyn hyn hefyd i gamddefnyddio AI cynhyrchiol; gall annog ffyrdd amgen o gefnogi myfyrwyr, megis ysgrifennu adrannau o draethawd i sawl dyddiad cau cyn cyflwyno\u2019n grynodol, neu gefnogaeth gan gymheiriaid drwy 'gyfeillion beirniadol', helpu i leihau'r risgiau hyn.<\/p>\n\n        <\/div>\n        <div class=\"tab-pane \" id=\"content-essays-cy-3\" role=\"tabpanel\" aria-labelledby=\"essays-cy-3\">\n        <p>Gall deall confensiynau academaidd y DU fod yn her i rai myfyrwyr, a bydd angen esbonio meini prawf neu gyfarwyddiadau marcio iddynt yn glir; efallai y bydd angen cyfeirio myfyrwyr \u00e2 dyslecsia, neu nad Saesneg yw eu hiaith gyntaf, at gymorth ychwanegol, neu efallai y bydd addasiadau rhesymol yn cael eu rhoi ar gyfer cyflyrau academaidd sy'n effeithio ar fynegiant ysgrifenedig.<\/p>\n\n        <\/div><\/div>\n        <\/div><\/p>\n<\/div> <\/div><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-assessment-compendium-cy-5\"\n        aria-expanded=\"false\"><svg class=\"icon icon-chevron-right\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewBox=\"0 0 19.75 32\">\n    <title>Chevron right<\/title>\n    <path d=\"M6.13,28.28L18.41,16,6.13,3.72,9.84,0l16,16-16,16Z\" transform=\"translate(-6.13 0)\"><\/path>\n<\/svg> Adroddiadau <\/h2> <div class=\"accordion-section-body collapse \" id=\"content-assessment-compendium-cy-5\"><p>Gall adroddiad fod yn seiliedig ar ymchwil eilaidd, ond gall hefyd gynnwys ymchwil wreiddiol a gwaith maes.<\/p>\n<p>\n        <div class=\"cu_tabs\">\n               \n        <ul class=\"nav nav-tabs\" role=\"tablist\">\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link active\" href=\"#content-reports-cy-1\" data-toggle=\"tab\" role=\"tab\" id=\"reports-cy-1\">Dilysrwydd <\/a><\/li>\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link \" href=\"#content-reports-cy-2\" data-toggle=\"tab\" role=\"tab\" id=\"reports-cy-2\">Ystyriaethau camymddwyn academaidd <\/a><\/li>\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link \" href=\"#content-reports-cy-3\" data-toggle=\"tab\" role=\"tab\" id=\"reports-cy-3\">Rhwystrau rhag Dysgu ac ystyriaethau <\/a><\/li><\/ul> <div class=\"tab-content\">\n        <div class=\"tab-pane active\" id=\"content-reports-cy-1\" role=\"tabpanel\" aria-labelledby=\"reports-cy-1\">\n        <p>Dilysrwydd: gall ysgrifennu adroddiadau fod yn sgil bwysig mewn sefyllfaoedd yn y gweithle yn y dyfodol, a gall gefnogi myfyrwyr i ddatblygu'r rhinwedd graddedigion: <a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/cy\/trosolwg-or-themau\/cyflogadwyedd\/rhinweddau-graddedigion\/\">'cyfathrebwyr effeithiol'<\/a>.<\/p>\n\n        <\/div>\n        <div class=\"tab-pane \" id=\"content-reports-cy-2\" role=\"tabpanel\" aria-labelledby=\"reports-cy-2\">\n        <p>Gall ysgrifennu adroddiadau fod yn llai agored i gamymddwyn academaidd na thraethodau, yn enwedig pan fydd ymchwil wreiddiol neu brosiect wedi'i wneud, neu pan fydd myfyrwyr yn gweithio mewn grwpiau ar adroddiad.<\/p>\n\n        <\/div>\n        <div class=\"tab-pane \" id=\"content-reports-cy-3\" role=\"tabpanel\" aria-labelledby=\"reports-cy-3\">\n        <p>Os bydd ymchwil yn cynnwys gwaith gr\u0175p, bydd angen cynllunio'n ofalus sut y caiff myfyrwyr eu dyrannu i grwpiau a rheoli'r grwpiau, gan ystyried anghenion unigol.<\/p>\n<p>Rhowch ddisgwyliadau o strwythur ac iaith adroddiad, gydag enghreifftiau, os yw\u2019n bosibl, gan efallai na fydd rhai myfyrwyr yn gwybod elfennau'r math hwn o ysgrifennu.<\/p>\n\n        <\/div><\/div>\n        <\/div><\/p>\n<\/div> <\/div><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-assessment-compendium-cy-6\"\n        aria-expanded=\"false\"><svg class=\"icon icon-chevron-right\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewBox=\"0 0 19.75 32\">\n    <title>Chevron right<\/title>\n    <path d=\"M6.13,28.28L18.41,16,6.13,3.72,9.84,0l16,16-16,16Z\" transform=\"translate(-6.13 0)\"><\/path>\n<\/svg> Ymarferol\/Perfformiad <\/h2> <div class=\"accordion-section-body collapse \" id=\"content-assessment-compendium-cy-6\"><p>Mae'n hanfodol mewn rhai disgyblaethau asesu sgiliau ymarferol a pherfformiad myfyrwyr.<\/p>\n<p>\n        <div class=\"cu_tabs\">\n               \n        <ul class=\"nav nav-tabs\" role=\"tablist\">\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link active\" href=\"#content-practicals-performance-cy-1\" data-toggle=\"tab\" role=\"tab\" id=\"practicals-performance-cy-1\">Dilysrwydd <\/a><\/li>\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link \" href=\"#content-practicals-performance-cy-2\" data-toggle=\"tab\" role=\"tab\" id=\"practicals-performance-cy-2\">Ystyriaethau camymddwyn academaidd <\/a><\/li>\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link \" href=\"#content-practicals-performance-cy-3\" data-toggle=\"tab\" role=\"tab\" id=\"practicals-performance-cy-3\">Rhwystrau rhag Dysgu ac ystyriaethau <\/a><\/li><\/ul> <div class=\"tab-content\">\n        <div class=\"tab-pane active\" id=\"content-practicals-performance-cy-1\" role=\"tabpanel\" aria-labelledby=\"practicals-performance-cy-1\">\n        <p>Mae dilysrwydd a magu hyder yn fanteision clir asesiadau sy'n seiliedig ar berfformiad.<\/p>\n\n        <\/div>\n        <div class=\"tab-pane \" id=\"content-practicals-performance-cy-2\" role=\"tabpanel\" aria-labelledby=\"practicals-performance-cy-2\">\n        <p>Nid oes llawer o risg o gamymddwyn academaidd mewn asesiad ymarferol neu berfformiad.<\/p>\n\n        <\/div>\n        <div class=\"tab-pane \" id=\"content-practicals-performance-cy-3\" role=\"tabpanel\" aria-labelledby=\"practicals-performance-cy-3\">\n        <p>Gall perfformiad ar y diwrnod gael ei effeithio gan nerfau a phryder, neu bwysau amgylchiadol, ac efallai na fydd aildrefnu yn syml. Mae galluogi cyfleoedd i ymarfer cyn unrhyw asesiad lle bydd llawer yn y fantol.<\/p>\n\n        <\/div><\/div>\n        <\/div><\/p>\n<\/div> <\/div><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-assessment-compendium-cy-7\"\n        aria-expanded=\"false\"><svg class=\"icon icon-chevron-right\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewBox=\"0 0 19.75 32\">\n    <title>Chevron right<\/title>\n    <path d=\"M6.13,28.28L18.41,16,6.13,3.72,9.84,0l16,16-16,16Z\" transform=\"translate(-6.13 0)\"><\/path>\n<\/svg> Blog\/Blog fideo <\/h2> <div class=\"accordion-section-body collapse \" id=\"content-assessment-compendium-cy-7\"><p>Gellir ei ddefnyddio ar gyfer asesu lle nad oes llawer yn y fantol, ac ar gyfer trafodaeth gydweithredol anffurfiol.<\/p>\n<p>\n        <div class=\"cu_tabs\">\n               \n        <ul class=\"nav nav-tabs\" role=\"tablist\">\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link active\" href=\"#content-blogs-vlogs-cy-1\" data-toggle=\"tab\" role=\"tab\" id=\"blogs-vlogs-cy-1\">Dilysrwydd <\/a><\/li>\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link \" href=\"#content-blogs-vlogs-cy-2\" data-toggle=\"tab\" role=\"tab\" id=\"blogs-vlogs-cy-2\">Ystyriaethau camymddwyn academaidd <\/a><\/li>\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link \" href=\"#content-blogs-vlogs-cy-3\" data-toggle=\"tab\" role=\"tab\" id=\"blogs-vlogs-cy-3\">Rhwystrau rhag Dysgu ac ystyriaethau <\/a><\/li><\/ul> <div class=\"tab-content\">\n        <div class=\"tab-pane active\" id=\"content-blogs-vlogs-cy-1\" role=\"tabpanel\" aria-labelledby=\"blogs-vlogs-cy-1\">\n        <p>Gall blog\/blog fideo helpu myfyrwyr i ddatblygu ymdeimlad o hunaniaeth ac ymgysylltiad \u00e2'u disgyblaeth, a allai eu helpu i weithio tuag at ymdeimlad o hunaniaeth broffesiynol yn eu dewis faes; mae arfer da yn caniat\u00e1u nifer diderfyn o gyflwyniadau i fforwm, gydag adborth gan gymheiriad yn ogystal \u00e2 thiwtor trwy sylwadau, a dewis y darn gorau ar gyfer asesu crynodol.<\/p>\n\n        <\/div>\n        <div class=\"tab-pane \" id=\"content-blogs-vlogs-cy-2\" role=\"tabpanel\" aria-labelledby=\"blogs-vlogs-cy-2\">\n        <p>Os yw blogiau\/blogiau fideo yn cael eu postio ar fforwm agored, mae potensial ar gyfer ll\u00ean-ladrad gan gyfoedion.<\/p>\n\n        <\/div>\n        <div class=\"tab-pane \" id=\"content-blogs-vlogs-cy-3\" role=\"tabpanel\" aria-labelledby=\"blogs-vlogs-cy-3\">\n        <p>Gan fod blogiau yn ddarnau byrrach o ysgrifennu na thraethodau, a gall arddull iaith fod yn anffurfiol, gall blogiau a blogiau fideo fod yn ddefnyddiol, asesiadau heb lawer yn y fantol sy'n cael myfyrwyr i arfer \u00e2'r broses ysgrifennu neu fyfyrio, a gallant helpu i greu cymunedau dysgu. Yn yr un modd ag adroddiadau, eglurwch strwythur ac arddull ysgrifennu i'r rhai nad ydynt yn gyfarwydd \u00e2'r math hwn o ysgrifennu.<\/p>\n\n        <\/div><\/div>\n        <\/div><\/p>\n<\/div> <\/div><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-assessment-compendium-cy-8\"\n        aria-expanded=\"false\"><svg class=\"icon icon-chevron-right\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewBox=\"0 0 19.75 32\">\n    <title>Chevron right<\/title>\n    <path d=\"M6.13,28.28L18.41,16,6.13,3.72,9.84,0l16,16-16,16Z\" transform=\"translate(-6.13 0)\"><\/path>\n<\/svg> Cwestiynau amlddewis <\/h2> <div class=\"accordion-section-body collapse \" id=\"content-assessment-compendium-cy-8\"><p>Defnyddir y rhain yn aml ar gyfer profi deunydd ffeithiol yn gyflym.<\/p>\n<p>\n        <div class=\"cu_tabs\">\n               \n        <ul class=\"nav nav-tabs\" role=\"tablist\">\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link active\" href=\"#content-multiple-choice-questions-cy-1\" data-toggle=\"tab\" role=\"tab\" id=\"multiple-choice-questions-cy-1\">Dilysrwydd <\/a><\/li>\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link \" href=\"#content-multiple-choice-questions-cy-2\" data-toggle=\"tab\" role=\"tab\" id=\"multiple-choice-questions-cy-2\">Ystyriaethau camymddwyn academaidd <\/a><\/li>\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link \" href=\"#content-multiple-choice-questions-cy-3\" data-toggle=\"tab\" role=\"tab\" id=\"multiple-choice-questions-cy-3\">Rhwystrau rhag Dysgu ac ystyriaethau <\/a><\/li><\/ul> <div class=\"tab-content\">\n        <div class=\"tab-pane active\" id=\"content-multiple-choice-questions-cy-1\" role=\"tabpanel\" aria-labelledby=\"multiple-choice-questions-cy-1\">\n        <p>Yn gyffredinol, mae cwestiynau amlddewis yn ffordd effeithiol o adolygu dealltwriaeth myfyrwyr a\u2019u gallu i gadw gwybodaeth ac anaml y maent yn cefnogi sgiliau ymarferol neu drosglwyddadwy.<\/p>\n\n        <\/div>\n        <div class=\"tab-pane \" id=\"content-multiple-choice-questions-cy-2\" role=\"tabpanel\" aria-labelledby=\"multiple-choice-questions-cy-2\">\n        <p>Gall profion amlddewis fod yn agored iawn i gamymddwyn academaidd. Er y gallai cyfyngiad amser helpu i gyfyngu'r risgiau, dylid ystyried yn ofalus a yw cyflymder yn rhan o'r canlyniadau dysgu ai peidio.<\/p>\n\n        <\/div>\n        <div class=\"tab-pane \" id=\"content-multiple-choice-questions-cy-3\" role=\"tabpanel\" aria-labelledby=\"multiple-choice-questions-cy-3\">\n        <p>Gall cael myfyrwyr i gymryd rhan mewn cyd-greu cwestiynau amlddewis fod yn ffordd wych o nodi bylchau mewn gwybodaeth a dealltwriaeth, gan gyd-fynd \u00e2'r egwyddor o asesu fel dysgu.<\/p>\n<p>Bydd angen rhoi ystyriaeth ofalus i amserlenni byr i'w cwblhau gan y bydd myfyrwyr \u00e2 dyslecsia neu Saesneg fel iaith ychwanegol dan anfantais oherwydd gofyniad cyflymder cwblhau.<\/p>\n\n        <\/div><\/div>\n        <\/div><\/p>\n<\/div> <\/div><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-assessment-compendium-cy-9\"\n        aria-expanded=\"false\"><svg class=\"icon icon-chevron-right\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewBox=\"0 0 19.75 32\">\n    <title>Chevron right<\/title>\n    <path d=\"M6.13,28.28L18.41,16,6.13,3.72,9.84,0l16,16-16,16Z\" transform=\"translate(-6.13 0)\"><\/path>\n<\/svg> Arholiadau \u00e2 chwestiynau ateb byr <\/h2> <div class=\"accordion-section-body collapse \" id=\"content-assessment-compendium-cy-9\"><p>Mae'r myfyrwyr yn rhoi atebion byr i nifer fawr o gwestiynau.<\/p>\n<p>\n        <div class=\"cu_tabs\">\n               \n        <ul class=\"nav nav-tabs\" role=\"tablist\">\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link active\" href=\"#content-short-answer-question-exams-cy-1\" data-toggle=\"tab\" role=\"tab\" id=\"short-answer-question-exams-cy-1\">Dilysrwydd <\/a><\/li>\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link \" href=\"#content-short-answer-question-exams-cy-2\" data-toggle=\"tab\" role=\"tab\" id=\"short-answer-question-exams-cy-2\">Ystyriaethau camymddwyn academaidd <\/a><\/li>\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link \" href=\"#content-short-answer-question-exams-cy-3\" data-toggle=\"tab\" role=\"tab\" id=\"short-answer-question-exams-cy-3\">Rhwystrau rhag Dysgu ac ystyriaethau <\/a><\/li><\/ul> <div class=\"tab-content\">\n        <div class=\"tab-pane active\" id=\"content-short-answer-question-exams-cy-1\" role=\"tabpanel\" aria-labelledby=\"short-answer-question-exams-cy-1\">\n        <p>Efallai y bydd y ffocws yn fwy ar wneud penderfyniadau nag ar sgiliau cyfathrebu ac ysgrifennu; mae\u2019r sg\u00ecl hwn yn bwysig mewn llawer o gyd-destunau gweithle, megis gofal iechyd, gwaith cymdeithasol, y gyfraith neu fusnes.<\/p>\n\n        <\/div>\n        <div class=\"tab-pane \" id=\"content-short-answer-question-exams-cy-2\" role=\"tabpanel\" aria-labelledby=\"short-answer-question-exams-cy-2\">\n        <p>Gellir osgoi camymddwyn academaidd a chamddefnyddio deallusrwydd artiffisial (AI) cynhyrchiol.<\/p>\n\n        <\/div>\n        <div class=\"tab-pane \" id=\"content-short-answer-question-exams-cy-3\" role=\"tabpanel\" aria-labelledby=\"short-answer-question-exams-cy-3\">\n        <p>Mae'r un ystyriaethau cynwysoldeb yn berthnasol i bob math o arholiad i raddau helaeth (cyflymder ysgrifennu \u00e2 llaw, ail iaith, gorbryder), ond mae arholiadau atebion byr yn rhoi mwy o ffocws ar y cof a chofio nag ar sgiliau cyfathrebu.<\/p>\n\n        <\/div><\/div>\n        <\/div><\/p>\n<\/div> <\/div><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-assessment-compendium-cy-10\"\n        aria-expanded=\"false\"><svg class=\"icon icon-chevron-right\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewBox=\"0 0 19.75 32\">\n    <title>Chevron right<\/title>\n    <path d=\"M6.13,28.28L18.41,16,6.13,3.72,9.84,0l16,16-16,16Z\" transform=\"translate(-6.13 0)\"><\/path>\n<\/svg> Profion ar gyfrifiadur  <\/h2> <div class=\"accordion-section-body collapse \" id=\"content-assessment-compendium-cy-10\"><p>Gellir defnyddio\u2019r rhain ar gyfer ystod eang o fathau o gwestiynau, gan gynnwys dewis cwymplen, llusgo a gollwng, clicio ar bwyntiau ar ddiagram ac ati.<\/p>\n<p>\n        <div class=\"cu_tabs\">\n               \n        <ul class=\"nav nav-tabs\" role=\"tablist\">\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link active\" href=\"#content-computer-based-tests-cy-1\" data-toggle=\"tab\" role=\"tab\" id=\"computer-based-tests-cy-1\">Dilysrwydd <\/a><\/li>\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link \" href=\"#content-computer-based-tests-cy-2\" data-toggle=\"tab\" role=\"tab\" id=\"computer-based-tests-cy-2\">Ystyriaethau camymddwyn academaidd <\/a><\/li>\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link \" href=\"#content-computer-based-tests-cy-3\" data-toggle=\"tab\" role=\"tab\" id=\"computer-based-tests-cy-3\">Rhwystrau rhag Dysgu ac ystyriaethau <\/a><\/li><\/ul> <div class=\"tab-content\">\n        <div class=\"tab-pane active\" id=\"content-computer-based-tests-cy-1\" role=\"tabpanel\" aria-labelledby=\"computer-based-tests-cy-1\">\n        <p>Yn debyg i gwestiynau amlddewis, mae profion ar gyfrifiadur yn gyffredinol yn ffordd effeithiol o adolygu dealltwriaeth myfyrwyr a\u2019u gallu i gadw gwybodaeth. Yn dibynnu ar y pwnc, mae myfyrwyr yn datblygu ac yn arddangos nifer o sgiliau\/<a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/cy\/trosolwg-or-themau\/cyflogadwyedd\/rhinweddau-graddedigion\/\">priodoleddau<\/a> trosglwyddadwy megis llythrennedd digidol, datrys problemau, rheoli amser a sgiliau ymchwil, i gyd yn berthnasol i gyflogaeth yn y dyfodol.<\/p>\n\n        <\/div>\n        <div class=\"tab-pane \" id=\"content-computer-based-tests-cy-2\" role=\"tabpanel\" aria-labelledby=\"computer-based-tests-cy-2\">\n        <p>Gall profion ar gyfrifadur fod yn agored iawn i gamymddwyn academaidd, ond gall cyfyngiad amser a chwestiynau beirniadol \/ myfyriol a luniwyd yn ofalus helpu i gyfyngu'r risgiau.<\/p>\n\n        <\/div>\n        <div class=\"tab-pane \" id=\"content-computer-based-tests-cy-3\" role=\"tabpanel\" aria-labelledby=\"computer-based-tests-cy-3\">\n        <p>Gall llythrennedd digidol amrywio.<\/p>\n<p>Gall y rhai sydd \u00e2 nam ar eu golwg neu ddyslecsia, neu sydd \u00e2 phroblemau symudedd mewn perthynas \u00e2 defnyddio llygoden gael trafferth mewn sefyllfaoedd cyflymder.<\/p>\n<p>&nbsp;<\/p>\n<p>Sicrhewch eich bod yn dylunio nodweddion hygyrch fel maint ffont, a chyferbyniad lliw, er mwyn galluogi darllenwyr sgrin ar gyfer unigolion \u00e2 nam ar eu golwg, a llwybrau byr bysellfwrdd i'r rhai sydd \u00e2 heriau symudedd gael mynediad i'r deunydd. Dilynwch egwyddorion <a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/cy\/trosolwg-or-themau\/cynwysoldeb\/dylunio-cyffredinol-ar-gyfer-dys-cynfyfyrwyrgu\/\">UDL<\/a>.<\/p>\n\n        <\/div><\/div>\n        <\/div><\/p>\n<\/div> <\/div><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-assessment-compendium-cy-11\"\n        aria-expanded=\"false\"><svg class=\"icon icon-chevron-right\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewBox=\"0 0 19.75 32\">\n    <title>Chevron right<\/title>\n    <path d=\"M6.13,28.28L18.41,16,6.13,3.72,9.84,0l16,16-16,16Z\" transform=\"translate(-6.13 0)\"><\/path>\n<\/svg> Portffolios <\/h2> <div class=\"accordion-section-body collapse \" id=\"content-assessment-compendium-cy-11\"><p>Gall portffolios ddangos tystiolaeth o sgiliau, neu gallant fod yn gasgliad o allbynnau a myfyrdodau.<\/p>\n<p>\n        <div class=\"cu_tabs\">\n               \n        <ul class=\"nav nav-tabs\" role=\"tablist\">\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link active\" href=\"#content-portfolios-cy-1\" data-toggle=\"tab\" role=\"tab\" id=\"portfolios-cy-1\">Dilysrwydd <\/a><\/li>\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link \" href=\"#content-portfolios-cy-2\" data-toggle=\"tab\" role=\"tab\" id=\"portfolios-cy-2\">Ystyriaethau camymddwyn academaidd <\/a><\/li>\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link \" href=\"#content-portfolios-cy-3\" data-toggle=\"tab\" role=\"tab\" id=\"portfolios-cy-3\">Rhwystrau rhag Dysgu ac ystyriaethau <\/a><\/li><\/ul> <div class=\"tab-content\">\n        <div class=\"tab-pane active\" id=\"content-portfolios-cy-1\" role=\"tabpanel\" aria-labelledby=\"portfolios-cy-1\">\n        <p>Gall hyn roi cyfle i fyfyrwyr greu portffolio proffesiynol, neu gasgliad o waith y gellir ei gyflwyno i ddarpar gleientiaid a chyflogwyr; gall myfyrwyr ennill ystod eang o sgiliau trosglwyddadwy.<\/p>\n\n        <\/div>\n        <div class=\"tab-pane \" id=\"content-portfolios-cy-2\" role=\"tabpanel\" aria-labelledby=\"portfolios-cy-2\">\n        <p>Gall gwaith portffolio fod yn hynod unigol, sy\u2019n ei wneud yn llai agored i gamymddwyn academaidd.<\/p>\n\n        <\/div>\n        <div class=\"tab-pane \" id=\"content-portfolios-cy-3\" role=\"tabpanel\" aria-labelledby=\"portfolios-cy-3\">\n        <p>Gall cyflwyno gwaith ar draws amrywiaeth o ddulliau ganiat\u00e1u i fyfyrwyr fanteisio ar eu cryfderau, er y gall hyn fod yn llethol i rai myfyrwyr.<\/p>\n\n        <\/div><\/div>\n        <\/div><\/p>\n<\/div> <\/div><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-assessment-compendium-cy-12\"\n        aria-expanded=\"false\"><svg class=\"icon icon-chevron-right\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewBox=\"0 0 19.75 32\">\n    <title>Chevron right<\/title>\n    <path d=\"M6.13,28.28L18.41,16,6.13,3.72,9.84,0l16,16-16,16Z\" transform=\"translate(-6.13 0)\"><\/path>\n<\/svg> Arholiad llafar (viva voce) <\/h2> <div class=\"accordion-section-body collapse \" id=\"content-assessment-compendium-cy-12\"><p>Caiff ei ddefnyddio\u2019n eang ar hyn o bryd ar gyfer asesiad \u00e2 llawer yn y fantol ar lefelau doethuriaeth a meistr.<\/p>\n<p>\n        <div class=\"cu_tabs\">\n               \n        <ul class=\"nav nav-tabs\" role=\"tablist\">\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link active\" href=\"#content-viva-voce-cy-1\" data-toggle=\"tab\" role=\"tab\" id=\"viva-voce-cy-1\">Dilysrwydd <\/a><\/li>\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link \" href=\"#content-viva-voce-cy-2\" data-toggle=\"tab\" role=\"tab\" id=\"viva-voce-cy-2\">Ystyriaethau camymddwyn academaidd <\/a><\/li>\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link \" href=\"#content-viva-voce-cy-3\" data-toggle=\"tab\" role=\"tab\" id=\"viva-voce-cy-3\">Rhwystrau rhag Dysgu ac ystyriaethau <\/a><\/li><\/ul> <div class=\"tab-content\">\n        <div class=\"tab-pane active\" id=\"content-viva-voce-cy-1\" role=\"tabpanel\" aria-labelledby=\"viva-voce-cy-1\">\n        <p>Gall llawer o yrfaoedd a phroffesiynau ddibynnu ar sgiliau wyneb yn wyneb wrth ateb cwestiynau a rhoi esboniadau perswadiol.<\/p>\n\n        <\/div>\n        <div class=\"tab-pane \" id=\"content-viva-voce-cy-2\" role=\"tabpanel\" aria-labelledby=\"viva-voce-cy-2\">\n        <p>Mae achos o blaid mwy o ddefnydd o asesiadau llafar ar y cyd ag ysgrifennu ffurf hir yng ngoleuni cyd-destunau AI cynhyrchiol heddiw.<\/p>\n\n        <\/div>\n        <div class=\"tab-pane \" id=\"content-viva-voce-cy-3\" role=\"tabpanel\" aria-labelledby=\"viva-voce-cy-3\">\n        <p>Gall deall a chyrchu cwestiynau fod yn broblemus. Ystyriwch faterion sy'n ymwneud \u00e2 nam ar y clyw a\/neu leferydd, a gorbryder neu gyflyrau iechyd meddwl. Darparwch gwestiynau ymlaen llaw, a\/neu ganiat\u00e1u mynediad at ddeunyddiau neu nodiadau, os yw\u2019n bosibl.<\/p>\n\n        <\/div><\/div>\n        <\/div><\/p>\n<\/div> <\/div><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-assessment-compendium-cy-13\"\n        aria-expanded=\"false\"><svg class=\"icon icon-chevron-right\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewBox=\"0 0 19.75 32\">\n    <title>Chevron right<\/title>\n    <path d=\"M6.13,28.28L18.41,16,6.13,3.72,9.84,0l16,16-16,16Z\" transform=\"translate(-6.13 0)\"><\/path>\n<\/svg> Cyflwyniadau <\/h2> <div class=\"accordion-section-body collapse \" id=\"content-assessment-compendium-cy-13\"><p>Unigol neu gr\u0175p, ac i gynulleidfa sy\u2019n cynnwys cyfoedion ac aseswyr, gan ddefnyddio amrywiaeth o gyfryngau (arddull PowerPoint traddodiadol\/poster\/cyflwyniad busnes ac ati).<\/p>\n<p>\n        <div class=\"cu_tabs\">\n               \n        <ul class=\"nav nav-tabs\" role=\"tablist\">\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link active\" href=\"#content-presentations-cy-1\" data-toggle=\"tab\" role=\"tab\" id=\"presentations-cy-1\">Dilysrwydd <\/a><\/li>\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link \" href=\"#content-presentations-cy-2\" data-toggle=\"tab\" role=\"tab\" id=\"presentations-cy-2\">Ystyriaethau camymddwyn academaidd <\/a><\/li>\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link \" href=\"#content-presentations-cy-3\" data-toggle=\"tab\" role=\"tab\" id=\"presentations-cy-3\">Rhwystrau rhag Dysgu ac ystyriaethau <\/a><\/li><\/ul> <div class=\"tab-content\">\n        <div class=\"tab-pane active\" id=\"content-presentations-cy-1\" role=\"tabpanel\" aria-labelledby=\"presentations-cy-1\">\n        <p>Mae myfyrwyr yn dangos sgiliau cyfathrebu, ochr yn ochr \u00e2 gwybodaeth graidd am eu pwnc. Mae sgiliau cyflwyno yn ddefnyddiol mewn cyflogaeth yn y dyfodol.\u202fGall fod yn unigol neu'n gydweithredol a darparu cyfleoedd ar gyfer asesu gan gymheiriaid a hunan-fyfyrio. Gall y sgiliau hyn helpu myfyrwyr i weithio tuag at y rhinwedd graddedigion; <a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/cy\/trosolwg-or-themau\/cyflogadwyedd\/rhinweddau-graddedigion\/\">'Myfyriol a chydnerth' a 'Cyfathrebwyr effeithiol'<\/a>.<\/p>\n\n        <\/div>\n        <div class=\"tab-pane \" id=\"content-presentations-cy-2\" role=\"tabpanel\" aria-labelledby=\"presentations-cy-2\">\n        <p>Gellir cynnal cyflwyniadau mewn lleoliad byw neu leoliad wedi'i recordio ymlaen llaw. Gall fod yn agored i ddefnydd genAI, ond os caiff ei fonitro a'i ddefnyddio'n briodol gellir lleihau'r risgiau hynny. Gall cynnwys y gallu i ymateb i gwestiynau digymell yn y meini prawf asesu leihau'r risgiau hyn ymhellach.<\/p>\n\n        <\/div>\n        <div class=\"tab-pane \" id=\"content-presentations-cy-3\" role=\"tabpanel\" aria-labelledby=\"presentations-cy-3\">\n        <p>Fel arfer, mae'n dibynnu ar gyfleu syniadau ar lafar mewn amser real, gan roi'r rhai sydd \u00e2 Saesneg fel iaith ychwanegol neu nam ar y lleferydd dan anfantais. Gall achosi gorbryder. Eglurwch y sgiliau cyflwyno penodol sy\u2019n cael eu hasesu (gweithredu a mynegiant). Darparwch ymarfer ffurfiannol wedi\u2019i sgaffaldio: mewn parau\/grwpiau bach\/y dosbarth cyfan, gydag adborth gan gymheiriaid ac yna adborth gan y tiwtor gan ddefnyddio meini prawf asesu. Rhowch opsiynau ar gyfer ei wneud yn fyw neu wedi\u2019i recordio a\u2019i wneud wyneb-yn-wyneb neu ar-lein (gweithredu a mynegiant).<\/p>\n\n        <\/div><\/div>\n        <\/div><\/p>\n<\/div> <\/div><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-assessment-compendium-cy-14\"\n        aria-expanded=\"false\"><svg class=\"icon icon-chevron-right\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewBox=\"0 0 19.75 32\">\n    <title>Chevron right<\/title>\n    <path d=\"M6.13,28.28L18.41,16,6.13,3.72,9.84,0l16,16-16,16Z\" transform=\"translate(-6.13 0)\"><\/path>\n<\/svg> Posteri <\/h2> <div class=\"accordion-section-body collapse \" id=\"content-assessment-compendium-cy-14\"><p>Yn aml yn cael eu harddangos ar gyfer cymheiriaid ac aseswyr mewn arddangosfa; ddefnyddiol i'w cadw fel enghreifftiau ac ar gyfer cyfarwyddyd ar gyfer carfannau'r dyfodol.<\/p>\n<p>\n        <div class=\"cu_tabs\">\n               \n        <ul class=\"nav nav-tabs\" role=\"tablist\">\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link active\" href=\"#content-posters-cy-1\" data-toggle=\"tab\" role=\"tab\" id=\"posters-cy-1\">Dilysrwydd <\/a><\/li>\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link \" href=\"#content-posters-cy-2\" data-toggle=\"tab\" role=\"tab\" id=\"posters-cy-2\">Ystyriaethau camymddwyn academaidd <\/a><\/li>\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link \" href=\"#content-posters-cy-3\" data-toggle=\"tab\" role=\"tab\" id=\"posters-cy-3\">Rhwystrau rhag Dysgu ac ystyriaethau <\/a><\/li><\/ul> <div class=\"tab-content\">\n        <div class=\"tab-pane active\" id=\"content-posters-cy-1\" role=\"tabpanel\" aria-labelledby=\"posters-cy-1\">\n        <p>Mae'n cynnig cyfle i arddangos sgiliau cyfathrebu, ochr yn ochr \u00e2 gwybodaeth graidd am y pwnc. Mae myfyrwyr yn cyflwyno eu gwaith i eraill ac yn cael adborth cyflym gan ystod ehangach o bobl, sy'n datblygu sgiliau sydd eu hangen ar gyfer cyflogaeth yn y dyfodol. Mae cyflwyno posteri yn helpu myfyrwyr i weithio tuag at y rhinwedd graddedigion: <a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/cy\/trosolwg-or-themau\/cyflogadwyedd\/rhinweddau-graddedigion\/\">'Cyfathrebwyr effeithiol'<\/a>.<\/p>\n\n        <\/div>\n        <div class=\"tab-pane \" id=\"content-posters-cy-2\" role=\"tabpanel\" aria-labelledby=\"posters-cy-2\">\n        <p>Mae risgiau cyfyngedig yn gysylltiedig ag asesiadau poster.<\/p>\n\n        <\/div>\n        <div class=\"tab-pane \" id=\"content-posters-cy-3\" role=\"tabpanel\" aria-labelledby=\"posters-cy-3\">\n        <p>Gall dibynnu ar ffurf weledol yn unig herio'r rhai \u00e2 nam ar eu golwg.<\/p>\n<p>Efallai y bydd staff hefyd yn dymuno dylunio fersiwn testun anweledol o'r aseiniad hwn gyda meini prawf marcio amgen, fel asesiad amgen.<\/p>\n\n        <\/div><\/div>\n        <\/div><\/p>\n<\/div> <\/div><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-assessment-compendium-cy-15\"\n        aria-expanded=\"false\"><svg class=\"icon icon-chevron-right\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewBox=\"0 0 19.75 32\">\n    <title>Chevron right<\/title>\n    <path d=\"M6.13,28.28L18.41,16,6.13,3.72,9.84,0l16,16-16,16Z\" transform=\"translate(-6.13 0)\"><\/path>\n<\/svg> Prosiectau <\/h2> <div class=\"accordion-section-body collapse \" id=\"content-assessment-compendium-cy-15\"><p>Defnyddir prosiectau'n aml i helpu myfyrwyr i ddatblygu ac ymarfer sgiliau sy'n berthnasol i waith ymchwil.<\/p>\n<p>\n        <div class=\"cu_tabs\">\n               \n        <ul class=\"nav nav-tabs\" role=\"tablist\">\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link active\" href=\"#content-projects-cy-1\" data-toggle=\"tab\" role=\"tab\" id=\"projects-cy-1\">Dilysrwydd <\/a><\/li>\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link \" href=\"#content-projects-cy-2\" data-toggle=\"tab\" role=\"tab\" id=\"projects-cy-2\">Ystyriaethau camymddwyn academaidd <\/a><\/li>\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link \" href=\"#content-projects-cy-3\" data-toggle=\"tab\" role=\"tab\" id=\"projects-cy-3\">Rhwystrau rhag Dysgu ac ystyriaethau <\/a><\/li><\/ul> <div class=\"tab-content\">\n        <div class=\"tab-pane active\" id=\"content-projects-cy-1\" role=\"tabpanel\" aria-labelledby=\"projects-cy-1\">\n        <p>Mae cryn gyfle trwy waith prosiect i fyfyrwyr weithio tuag at y rhinweddau graddedigion: <a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/cy\/trosolwg-or-themau\/cyflogadwyedd\/rhinweddau-graddedigion\/\">'ymwybyddiaeth foesegol, cymdeithasol ac amgylcheddol', ac, 'arloesol, mentrus ac yn fasnachol ymwybodol'<\/a>.<\/p>\n\n        <\/div>\n        <div class=\"tab-pane \" id=\"content-projects-cy-2\" role=\"tabpanel\" aria-labelledby=\"projects-cy-2\">\n        <p>Mae gwaith prosiect yn aml yn caniat\u00e1u creadigrwydd a gwreiddioldeb, a allai gadw\u2019r defnydd o AI cynhyrchiol dan reolaeth.<\/p>\n\n        <\/div>\n        <div class=\"tab-pane \" id=\"content-projects-cy-3\" role=\"tabpanel\" aria-labelledby=\"projects-cy-3\">\n        <p>Mae prosiectau'n aml yn cynnwys gwaith gr\u0175p, felly bydd angen cynllunio'n ofalus sut mae myfyrwyr yn cael eu dyrannu i grwpiau a sut mae\u2019r grwpiau\u2019n cael eu rheoli, gan ystyried anghenion unigol.<\/p>\n\n        <\/div><\/div>\n        <\/div><\/p>\n<\/div> <\/div><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-assessment-compendium-cy-16\"\n        aria-expanded=\"false\"><svg class=\"icon icon-chevron-right\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewBox=\"0 0 19.75 32\">\n    <title>Chevron right<\/title>\n    <path d=\"M6.13,28.28L18.41,16,6.13,3.72,9.84,0l16,16-16,16Z\" transform=\"translate(-6.13 0)\"><\/path>\n<\/svg> Traethawd Hir\/traethawd ymchwil  <\/h2> <div class=\"accordion-section-body collapse \" id=\"content-assessment-compendium-cy-16\"><p>Gwaith ysgrifenedig estynedig, gan gynnwys trafodaeth fanwl a dadansoddiad, a ddefnyddir yn gyffredinol ar Lefel 6 ac uwch.<\/p>\n<p>\n        <div class=\"cu_tabs\">\n               \n        <ul class=\"nav nav-tabs\" role=\"tablist\">\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link active\" href=\"#content-dissertation-thesis-cy-1\" data-toggle=\"tab\" role=\"tab\" id=\"dissertation-thesis-cy-1\">Dilysrwydd <\/a><\/li>\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link \" href=\"#content-dissertation-thesis-cy-2\" data-toggle=\"tab\" role=\"tab\" id=\"dissertation-thesis-cy-2\">Ystyriaethau camymddwyn academaidd <\/a><\/li>\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link \" href=\"#content-dissertation-thesis-cy-3\" data-toggle=\"tab\" role=\"tab\" id=\"dissertation-thesis-cy-3\">Rhwystrau rhag Dysgu ac ystyriaethau <\/a><\/li><\/ul> <div class=\"tab-content\">\n        <div class=\"tab-pane active\" id=\"content-dissertation-thesis-cy-1\" role=\"tabpanel\" aria-labelledby=\"dissertation-thesis-cy-1\">\n        <p>Mae ysgrifennu traethawd hir neu draethawd ymchwil yn dangos gwybodaeth fanwl am faes ymchwil penodol lle mae myfyrwyr yn dangos sgiliau dadansoddi, ymchwil, meddwl beirniadol ac ysgrifennu lefel uchel. Gall sgiliau o'r fath fod yn berthnasol i gyflogaeth yn y dyfodol.<\/p>\n\n        <\/div>\n        <div class=\"tab-pane \" id=\"content-dissertation-thesis-cy-2\" role=\"tabpanel\" aria-labelledby=\"dissertation-thesis-cy-2\">\n        <p>Yn debyg i ysgrifennu traethodau, gall traethodau hir fod yn agored i gamymddwyn ac erbyn hyn, i gamddefnyddio AI cynhyrchiol, hefyd; mae annog ffyrdd amgen o gefnogi myfyrwyr, drwy adborth ac arweiniad effeithiol ar ysgrifennu traethodau ymchwil yn hanfodol yma.<\/p>\n\n        <\/div>\n        <div class=\"tab-pane \" id=\"content-dissertation-thesis-cy-3\" role=\"tabpanel\" aria-labelledby=\"dissertation-thesis-cy-3\">\n        <p>Gall myfyrwyr sy'n gweithio tuag at brosiectau mawr deimlo'n ynysig neu'n unig. Mae deialogau adborth yn bwysig yma, lle mae arweiniad ac anogaeth wyneb yn wyneb yn hanfodol. Dylid rhoi ystyriaeth feddylgar i ffactorau fel hygyrchedd, arweiniad a hyblygrwydd.<\/p>\n\n        <\/div><\/div>\n        <\/div><\/p>\n<\/div> <\/div><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-assessment-compendium-cy-17\"\n        aria-expanded=\"false\"><svg class=\"icon icon-chevron-right\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewBox=\"0 0 19.75 32\">\n    <title>Chevron right<\/title>\n    <path d=\"M6.13,28.28L18.41,16,6.13,3.72,9.84,0l16,16-16,16Z\" transform=\"translate(-6.13 0)\"><\/path>\n<\/svg> Efelychiadau  <\/h2> <div class=\"accordion-section-body collapse \" id=\"content-assessment-compendium-cy-17\"><p>Defnyddir y rhain mewn disgyblaethau proffesiynol fel gofal iechyd i brofi cymhwysedd mewn cyd-destunau diogel.<\/p>\n<p>\n        <div class=\"cu_tabs\">\n               \n        <ul class=\"nav nav-tabs\" role=\"tablist\">\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link active\" href=\"#content-simulations-cy-1\" data-toggle=\"tab\" role=\"tab\" id=\"simulations-cy-1\">Dilysrwydd <\/a><\/li>\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link \" href=\"#content-simulations-cy-2\" data-toggle=\"tab\" role=\"tab\" id=\"simulations-cy-2\">Ystyriaethau camymddwyn academaidd <\/a><\/li>\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link \" href=\"#content-simulations-cy-3\" data-toggle=\"tab\" role=\"tab\" id=\"simulations-cy-3\">Rhwystrau rhag Dysgu ac ystyriaethau <\/a><\/li><\/ul> <div class=\"tab-content\">\n        <div class=\"tab-pane active\" id=\"content-simulations-cy-1\" role=\"tabpanel\" aria-labelledby=\"simulations-cy-1\">\n        <p>Mae'r rhain yn hynod o ddilys wrth ymwneud \u00e2 phroffesiynau a chyd-destunau penodol.<\/p>\n\n        <\/div>\n        <div class=\"tab-pane \" id=\"content-simulations-cy-2\" role=\"tabpanel\" aria-labelledby=\"simulations-cy-2\">\n        <p>Gall yr asesiadau hyn fod yn gymharol wrthsafol i gamymddwyn academaidd.<\/p>\n\n        <\/div>\n        <div class=\"tab-pane \" id=\"content-simulations-cy-3\" role=\"tabpanel\" aria-labelledby=\"simulations-cy-3\">\n        <p>Gall achosi gorbryder. Gall nerfau ddod i\u2019r brig ac effeithio ar berfformiad 'ar y diwrnod'. Sicrhewch fod cyfleoedd ar gyfer ymarfer ac adborth yn cael eu darparu cyn yr asesiad crynodol.<\/p>\n\n        <\/div><\/div>\n        <\/div><\/p>\n<\/div> <\/div><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-assessment-compendium-cy-18\"\n        aria-expanded=\"false\"><svg class=\"icon icon-chevron-right\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewBox=\"0 0 19.75 32\">\n    <title>Chevron right<\/title>\n    <path d=\"M6.13,28.28L18.41,16,6.13,3.72,9.84,0l16,16-16,16Z\" transform=\"translate(-6.13 0)\"><\/path>\n<\/svg> OSCEs (Arholiadau Clinigol Strwythuredig Gwrthrychol) \/ ISCEs (Arholiadau Clinigol Strwythuredig Integredig)  <\/h2> <div class=\"accordion-section-body collapse \" id=\"content-assessment-compendium-cy-18\"><p>Defnyddir y rhain mewn addysg feddygol, ond gellir eu defnyddio hefyd mewn busnes, a'r gyfraith.<\/p>\n<p>\n        <div class=\"cu_tabs\">\n               \n        <ul class=\"nav nav-tabs\" role=\"tablist\">\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link active\" href=\"#content-osces-isces-cy-1\" data-toggle=\"tab\" role=\"tab\" id=\"osces-isces-cy-1\">Dilysrwydd <\/a><\/li>\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link \" href=\"#content-osces-isces-cy-2\" data-toggle=\"tab\" role=\"tab\" id=\"osces-isces-cy-2\">Ystyriaethau camymddwyn academaidd <\/a><\/li>\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link \" href=\"#content-osces-isces-cy-3\" data-toggle=\"tab\" role=\"tab\" id=\"osces-isces-cy-3\">Rhwystrau rhag Dysgu ac ystyriaethau <\/a><\/li><\/ul> <div class=\"tab-content\">\n        <div class=\"tab-pane active\" id=\"content-osces-isces-cy-1\" role=\"tabpanel\" aria-labelledby=\"osces-isces-cy-1\">\n        <p>Ystyrir y rhain yn ddilys ac yn ddibynadwy (e.e. Dehongli pelydrau-X, cyfweld \u00e2 chleifion, dehongli nodiadau achos, gwneud diagnosis, penderfynu ar bresgripsiynau).<\/p>\n\n        <\/div>\n        <div class=\"tab-pane \" id=\"content-osces-isces-cy-2\" role=\"tabpanel\" aria-labelledby=\"osces-isces-cy-2\">\n        <p>Gall yr asesiadau hyn fod yn gymharol wrthsafol i gamymddwyn academaidd.<\/p>\n\n        <\/div>\n        <div class=\"tab-pane \" id=\"content-osces-isces-cy-3\" role=\"tabpanel\" aria-labelledby=\"osces-isces-cy-3\">\n        <p>Gall nerfau ddod i\u2019r brig ac effeithio ar berfformiad 'ar y diwrnod'. Sicrhewch fod cyfleoedd ar gyfer ymarfer ac adborth yn cael eu darparu cyn yr asesiad crynodol.<\/p>\n\n        <\/div><\/div>\n        <\/div><\/p>\n<\/div> <\/div><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-assessment-compendium-cy-19\"\n        aria-expanded=\"false\"><svg class=\"icon icon-chevron-right\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewBox=\"0 0 19.75 32\">\n    <title>Chevron right<\/title>\n    <path d=\"M6.13,28.28L18.41,16,6.13,3.72,9.84,0l16,16-16,16Z\" transform=\"translate(-6.13 0)\"><\/path>\n<\/svg> Dyddiaduron myfyriol <\/h2> <div class=\"accordion-section-body collapse \" id=\"content-assessment-compendium-cy-19\"><p>Gall myfyrdodau ddilyn fframwaith, megis cylch myfyriol Gibbs.<\/p>\n<p>\n        <div class=\"cu_tabs\">\n               \n        <ul class=\"nav nav-tabs\" role=\"tablist\">\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link active\" href=\"#content-reflective-journals-cy-1\" data-toggle=\"tab\" role=\"tab\" id=\"reflective-journals-cy-1\">Dilysrwydd <\/a><\/li>\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link \" href=\"#content-reflective-journals-cy-2\" data-toggle=\"tab\" role=\"tab\" id=\"reflective-journals-cy-2\">Ystyriaethau camymddwyn academaidd <\/a><\/li>\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link \" href=\"#content-reflective-journals-cy-3\" data-toggle=\"tab\" role=\"tab\" id=\"reflective-journals-cy-3\">Rhwystrau rhag Dysgu ac ystyriaethau <\/a><\/li><\/ul> <div class=\"tab-content\">\n        <div class=\"tab-pane active\" id=\"content-reflective-journals-cy-1\" role=\"tabpanel\" aria-labelledby=\"reflective-journals-cy-1\">\n        <p>Gall llunio dyddiadur myfyriol adlewyrchu Cynllunio Datblygiad Personol (PDP) yn y gweithle, lle defnyddir myfyrio ar berfformiad a dysgu i gynllunio hyfforddiant a datblygiad gyrfaol yn y dyfodol; mae\u2019n cefnogi datblygu\u2019r rhinwedd graddedigion: <a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/cy\/trosolwg-or-themau\/cyflogadwyedd\/rhinweddau-graddedigion\/\">'myfyriol a chydnerth'<\/a>.<\/p>\n\n        <\/div>\n        <div class=\"tab-pane \" id=\"content-reflective-journals-cy-2\" role=\"tabpanel\" aria-labelledby=\"reflective-journals-cy-2\">\n        <p>Awgrymwyd dyddiaduron myfyriol fel ffordd o osgoi camddefnyddio AI gan eu bod yn dibynnu ar brofiad personol; fodd bynnag, efallai na fydd myfyrdodau yn gallu gwrthsefyll y defnydd o AI. Cewch ragor o fanylion <a href=\"https:\/\/cardiff.cloud.panopto.eu\/Panopto\/Pages\/Viewer.aspx?id=24a0ed0e-3aea-4fac-9282-b07a00e55230\">yma<\/a>.<\/p>\n\n        <\/div>\n        <div class=\"tab-pane \" id=\"content-reflective-journals-cy-3\" role=\"tabpanel\" aria-labelledby=\"reflective-journals-cy-3\">\n        <p>Ystyriwch ganiat\u00e1u cyflwyno dyddiaduron myfyriol ysgrifenedig a llafar (fideo) gan y dylai'r naill fformat neu'r llall fodloni deilliannau dysgu.<\/p>\n\n        <\/div><\/div>\n        <\/div><\/p>\n<\/div> <\/div><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-assessment-compendium-cy-20\"\n        aria-expanded=\"false\"><svg class=\"icon icon-chevron-right\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewBox=\"0 0 19.75 32\">\n    <title>Chevron right<\/title>\n    <path d=\"M6.13,28.28L18.41,16,6.13,3.72,9.84,0l16,16-16,16Z\" transform=\"translate(-6.13 0)\"><\/path>\n<\/svg> Cyfrifon o ddigwyddiadau argyfyngus <\/h2> <div class=\"accordion-section-body collapse \" id=\"content-assessment-compendium-cy-20\"><p>Adolygu ffeithiau a manylion digwyddiad argyfyngus.<\/p>\n<p>\n        <div class=\"cu_tabs\">\n               \n        <ul class=\"nav nav-tabs\" role=\"tablist\">\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link active\" href=\"#content-critical-incident-reports-cy-1\" data-toggle=\"tab\" role=\"tab\" id=\"critical-incident-reports-cy-1\">Dilysrwydd <\/a><\/li>\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link \" href=\"#content-critical-incident-reports-cy-2\" data-toggle=\"tab\" role=\"tab\" id=\"critical-incident-reports-cy-2\">Ystyriaethau camymddwyn academaidd <\/a><\/li>\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link \" href=\"#content-critical-incident-reports-cy-3\" data-toggle=\"tab\" role=\"tab\" id=\"critical-incident-reports-cy-3\">Rhwystrau rhag Dysgu ac ystyriaethau <\/a><\/li><\/ul> <div class=\"tab-content\">\n        <div class=\"tab-pane active\" id=\"content-critical-incident-reports-cy-1\" role=\"tabpanel\" aria-labelledby=\"critical-incident-reports-cy-1\">\n        <p>Mae cyfrifon o ddigwyddiadau argyfyngus yn caniat\u00e1u i fyfyrwyr ddangos creadigrwydd a sgiliau datrys problemau; maent yn ddilys ac yn datblygu sgiliau a <a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/cy\/trosolwg-or-themau\/cyflogadwyedd\/rhinweddau-graddedigion\/\">phriodoleddau<\/a> sy'n ofynnol ar gyfer datrys problemau'r byd go iawn.<\/p>\n\n        <\/div>\n        <div class=\"tab-pane \" id=\"content-critical-incident-reports-cy-2\" role=\"tabpanel\" aria-labelledby=\"critical-incident-reports-cy-2\">\n        <p>Ar hyn o bryd mae'r sgiliau creadigrwydd a datrys problemau sy'n ofynnol ar gyfer dadansoddi digwyddiadau argyfyngus yn llai agored i gamddefnyddio AI cynhyrchiol.<\/p>\n\n        <\/div>\n        <div class=\"tab-pane \" id=\"content-critical-incident-reports-cy-3\" role=\"tabpanel\" aria-labelledby=\"critical-incident-reports-cy-3\">\n        <p>Yn creu gorbryder<\/p>\n<p>Mae deialog adborth a chyfle i ymarfer cyn yr asesiad crynodol yn bwysig yma.<\/p>\n\n        <\/div><\/div>\n        <\/div><\/p>\n<\/div> <\/div><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-assessment-compendium-cy-21\"\n        aria-expanded=\"false\"><svg class=\"icon icon-chevron-right\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewBox=\"0 0 19.75 32\">\n    <title>Chevron right<\/title>\n    <path d=\"M6.13,28.28L18.41,16,6.13,3.72,9.84,0l16,16-16,16Z\" transform=\"translate(-6.13 0)\"><\/path>\n<\/svg> Seminarau wedi'u hasesu  <\/h2> <div class=\"accordion-section-body collapse \" id=\"content-assessment-compendium-cy-21\"><p>Caiff cyfraniadau unigol myfyrwyr i seminar eu hasesu, gan gynnwys rhyngweithio \u00e2 chymheiriaid, a thystiolaeth o baratoi, yn ogystal ag ansawdd y dadleuon.<\/p>\n<p>\n        <div class=\"cu_tabs\">\n               \n        <ul class=\"nav nav-tabs\" role=\"tablist\">\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link active\" href=\"#content-assessed-seminars-cy-1\" data-toggle=\"tab\" role=\"tab\" id=\"assessed-seminars-cy-1\">Dilysrwydd <\/a><\/li>\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link \" href=\"#content-assessed-seminars-cy-2\" data-toggle=\"tab\" role=\"tab\" id=\"assessed-seminars-cy-2\">Ystyriaethau camymddwyn academaidd <\/a><\/li>\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link \" href=\"#content-assessed-seminars-cy-3\" data-toggle=\"tab\" role=\"tab\" id=\"assessed-seminars-cy-3\">Rhwystrau rhag Dysgu ac ystyriaethau <\/a><\/li><\/ul> <div class=\"tab-content\">\n        <div class=\"tab-pane active\" id=\"content-assessed-seminars-cy-1\" role=\"tabpanel\" aria-labelledby=\"assessed-seminars-cy-1\">\n        <p>Mae seminarau'n datblygu sgiliau cyfathrebu myfyrwyr a'r gallu i ateb cwestiynau trwy drafodaeth gr\u0175p. Mae'n darparu cyfleoedd i fyfyrwyr ddangos gwybodaeth fanwl am elfen o'r cwricwlwm. Mae seminarau'n helpu i ddatblygu myfyrwyr i weithio tuag at y rhinweddau graddedigion; <a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/theme-overview\/employability\/graduate-attributes\/\">\"Meddwl yn annibynnol ac yn feirniadol\"<\/a>.<\/p>\n\n        <\/div>\n        <div class=\"tab-pane \" id=\"content-assessed-seminars-cy-2\" role=\"tabpanel\" aria-labelledby=\"assessed-seminars-cy-2\">\n        <p>Gall fod yn anodd marcio seminarau 'yn fyw', ac efallai y byddai\u2019n well eu cyflwyno mewn fformat a recordiwyd ymlaen llaw. Gall myfyrwyr ddibynnu ar genAI mewn lleoliad anghysbell i greu sgriptiau wedi'u paratoi ymlaen llaw ar bwnc penodol cyn yr asesiad.<\/p>\n\n        <\/div>\n        <div class=\"tab-pane \" id=\"content-assessed-seminars-cy-3\" role=\"tabpanel\" aria-labelledby=\"assessed-seminars-cy-3\">\n        <p>Gall myfyrwyr \u00e2 gorbryder, anhwylder ar y sbectrwm awtistiaeth, ADHD, nam ar eu clyw neu eu lleferydd neu sydd \u00e2 Saesneg fel iaith ychwanegol wynebu anawsterau gyda'r math hwn o asesiad llafar. Gall dosbarthu pynciau hygyrch i gr\u0175p mawr o fyfyrwyr fod yn heriol.<\/p>\n\n        <\/div><\/div>\n        <\/div><\/p>\n<\/div> <\/div><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-assessment-compendium-cy-22\"\n        aria-expanded=\"false\"><svg class=\"icon icon-chevron-right\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewBox=\"0 0 19.75 32\">\n    <title>Chevron right<\/title>\n    <path d=\"M6.13,28.28L18.41,16,6.13,3.72,9.84,0l16,16-16,16Z\" transform=\"translate(-6.13 0)\"><\/path>\n<\/svg> Llyfryddiaeth anodedig <\/h2> <div class=\"accordion-section-body collapse \" id=\"content-assessment-compendium-cy-22\"><p>Crynodebau o ffynonellau gyda sylwadau ar berthnasedd a chyfraniadau i ymchwil.<\/p>\n<p>\n        <div class=\"cu_tabs\">\n               \n        <ul class=\"nav nav-tabs\" role=\"tablist\">\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link active\" href=\"#content-annotated-bibliography-cy-1\" data-toggle=\"tab\" role=\"tab\" id=\"annotated-bibliography-cy-1\">Dilysrwydd <\/a><\/li>\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link \" href=\"#content-annotated-bibliography-cy-2\" data-toggle=\"tab\" role=\"tab\" id=\"annotated-bibliography-cy-2\">Ystyriaethau camymddwyn academaidd <\/a><\/li>\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link \" href=\"#content-annotated-bibliography-cy-3\" data-toggle=\"tab\" role=\"tab\" id=\"annotated-bibliography-cy-3\">Rhwystrau rhag Dysgu ac ystyriaethau <\/a><\/li><\/ul> <div class=\"tab-content\">\n        <div class=\"tab-pane active\" id=\"content-annotated-bibliography-cy-1\" role=\"tabpanel\" aria-labelledby=\"annotated-bibliography-cy-1\">\n        <p>Yn yr un modd \u00e2 thraethodau, nid yw'r math hwn o asesiad yn adlewyrchu tasgau yn y gweithle y tu allan i'r byd academaidd.<\/p>\n\n        <\/div>\n        <div class=\"tab-pane \" id=\"content-annotated-bibliography-cy-2\" role=\"tabpanel\" aria-labelledby=\"annotated-bibliography-cy-2\">\n        <p>Yn aml gall offer AI gynhyrchu crynodebau clir ac effeithiol o destunau.<\/p>\n\n        <\/div>\n        <div class=\"tab-pane \" id=\"content-annotated-bibliography-cy-3\" role=\"tabpanel\" aria-labelledby=\"annotated-bibliography-cy-3\">\n        <p>Gall hyn fod yn fath anghyfarwydd iawn o asesu i'r rhan fwyaf o fyfyrwyr, a bydd angen egluro disgwyliadau a\u2019r broses yn glir.<\/p>\n\n        <\/div><\/div>\n        <\/div><\/p>\n<\/div> <\/div><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-assessment-compendium-cy-23\"\n        aria-expanded=\"false\"><svg class=\"icon icon-chevron-right\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewBox=\"0 0 19.75 32\">\n    <title>Chevron right<\/title>\n    <path d=\"M6.13,28.28L18.41,16,6.13,3.72,9.84,0l16,16-16,16Z\" transform=\"translate(-6.13 0)\"><\/path>\n<\/svg> Ymarferion e-fasged neu fewnfasged <\/h2> <div class=\"accordion-section-body collapse \" id=\"content-assessment-compendium-cy-23\"><p>Ymarferion efelychu busnes sy'n gofyn am wneud penderfyniadau, blaenoriaethu llwyth gwaith, dirprwyo tasgau ac argymhellion gweithredu yn seiliedig ar e-byst, memos cwmni, adroddiadau ac ati. Cewch fwy o wybodaeth am sut mae'r rhain yn gweithio <a href=\"https:\/\/www.graduatesfirst.com\/assessment-day-2\/in-tray-exercises\">yma<\/a> (saesneg).<\/p>\n<p>\n        <div class=\"cu_tabs\">\n               \n        <ul class=\"nav nav-tabs\" role=\"tablist\">\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link active\" href=\"#content-in-tray-e-tray-exercises-cy-1\" data-toggle=\"tab\" role=\"tab\" id=\"in-tray-e-tray-exercises-cy-1\">Dilysrwydd <\/a><\/li>\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link \" href=\"#content-in-tray-e-tray-exercises-cy-2\" data-toggle=\"tab\" role=\"tab\" id=\"in-tray-e-tray-exercises-cy-2\">Ystyriaethau camymddwyn academaidd <\/a><\/li>\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link \" href=\"#content-in-tray-e-tray-exercises-cy-3\" data-toggle=\"tab\" role=\"tab\" id=\"in-tray-e-tray-exercises-cy-3\">Rhwystrau rhag Dysgu ac ystyriaethau <\/a><\/li><\/ul> <div class=\"tab-content\">\n        <div class=\"tab-pane active\" id=\"content-in-tray-e-tray-exercises-cy-1\" role=\"tabpanel\" aria-labelledby=\"in-tray-e-tray-exercises-cy-1\">\n        <p>Mae ymarferion mewnfasged yn cael eu defnyddio\u2019n aml gan gyflogwyr fel rhan o'r broses recriwtio, ac mae ymarfer yn aml yn cael ei ddarparu gan wasanaethau gyrfaoedd prifysgolion.<\/p>\n\n        <\/div>\n        <div class=\"tab-pane \" id=\"content-in-tray-e-tray-exercises-cy-2\" role=\"tabpanel\" aria-labelledby=\"in-tray-e-tray-exercises-cy-2\">\n        <p>Mae'r math hwn o asesiad yn gymharol wrthsafol i gamymddwyn academaidd gan ei fod yn dibynnu'n helaeth ar fyfyrio a gwneud penderfyniadau.<\/p>\n\n        <\/div>\n        <div class=\"tab-pane \" id=\"content-in-tray-e-tray-exercises-cy-3\" role=\"tabpanel\" aria-labelledby=\"in-tray-e-tray-exercises-cy-3\">\n        <p>Mae'r asesiadau hyn yn gofyn am weithio dan bwysau amser gyda llawer o wybodaeth i'w rheoli ac ymateb iddi, a gallant achosi lefelau uchel o bryder mewn rhai myfyrwyr.<\/p>\n\n        <\/div><\/div>\n        <\/div><\/p>\n<\/div> <\/div><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-assessment-compendium-cy-24\"\n        aria-expanded=\"false\"><svg class=\"icon icon-chevron-right\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewBox=\"0 0 19.75 32\">\n    <title>Chevron right<\/title>\n    <path d=\"M6.13,28.28L18.41,16,6.13,3.72,9.84,0l16,16-16,16Z\" transform=\"translate(-6.13 0)\"><\/path>\n<\/svg> Arteffactau <\/h2> <div class=\"accordion-section-body collapse \" id=\"content-assessment-compendium-cy-24\"><p>Cerfluniau, paentiadau, dylunio pensaern\u00efol, modelau peirianneg.<\/p>\n<p>\n        <div class=\"cu_tabs\">\n               \n        <ul class=\"nav nav-tabs\" role=\"tablist\">\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link active\" href=\"#content-artefacts-cy-1\" data-toggle=\"tab\" role=\"tab\" id=\"artefacts-cy-1\">Dilysrwydd <\/a><\/li>\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link \" href=\"#content-artefacts-cy-2\" data-toggle=\"tab\" role=\"tab\" id=\"artefacts-cy-2\">Ystyriaethau camymddwyn academaidd <\/a><\/li>\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link \" href=\"#content-artefacts-cy-3\" data-toggle=\"tab\" role=\"tab\" id=\"artefacts-cy-3\">Rhwystrau rhag Dysgu ac ystyriaethau <\/a><\/li><\/ul> <div class=\"tab-content\">\n        <div class=\"tab-pane active\" id=\"content-artefacts-cy-1\" role=\"tabpanel\" aria-labelledby=\"artefacts-cy-1\">\n        <p>Yn paratoi myfyrwyr ar gyfer heriau y byddant yn eu hwynebu mewn sefyllfaoedd 'yn y byd go iawn' a datblygu sgiliau fel creadigrwydd, hyblygrwydd a blaengaredd, nad yw dulliau asesu traddodiadol yn ei wneud. Mae ymateb yn gyflym ac yn effeithiol mewn cyd-destunau dysgu seiliedig ar waith yn helpu myfyrwyr i weithio tuag at y rhinwedd graddedigion: <a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/cy\/trosolwg-or-themau\/cyflogadwyedd\/rhinweddau-graddedigion\/\">\u2018Meddwl yn annibynnol ac yn feirniadol\u2019 ac \u2018arloesol, mentrus ac yn fasnachol ymwybodol\u2019<\/a>.<\/p>\n\n        <\/div>\n        <div class=\"tab-pane \" id=\"content-artefacts-cy-2\" role=\"tabpanel\" aria-labelledby=\"artefacts-cy-2\">\n        <p>Mae dysgu seiliedig ar waith yn asesu gwybodaeth ddamcaniaethol yn ogystal \u00e2 chymhwyso sgiliau mewn senarios ymarferol, sy'n cyfyngu ar gyfleoedd ar gyfer camymddwyn academaidd.<\/p>\n\n        <\/div>\n        <div class=\"tab-pane \" id=\"content-artefacts-cy-3\" role=\"tabpanel\" aria-labelledby=\"artefacts-cy-3\">\n        <p>Yn creu gorbryder;<\/p>\n<p>Dylid cynllunio asesiadau gyda hyblygrwydd i ddiwallu anghenion amrywiol, gan sicrhau bod pob dysgwr yn gallu dangos ei sgiliau a'i wybodaeth yn effeithiol.<\/p>\n\n        <\/div><\/div>\n        <\/div><\/p>\n<\/div> <\/div><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-assessment-compendium-cy-25\"\n        aria-expanded=\"false\"><svg class=\"icon icon-chevron-right\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewBox=\"0 0 19.75 32\">\n    <title>Chevron right<\/title>\n    <path d=\"M6.13,28.28L18.41,16,6.13,3.72,9.84,0l16,16-16,16Z\" transform=\"translate(-6.13 0)\"><\/path>\n<\/svg> Dysgu seiliedig ar waith <\/h2> <div class=\"accordion-section-body collapse \" id=\"content-assessment-compendium-cy-25\"><p>Asesiad yn seiliedig ar berfformiad mewn lleoliadau gwaith.<\/p>\n<p>\n        <div class=\"cu_tabs\">\n               \n        <ul class=\"nav nav-tabs\" role=\"tablist\">\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link active\" href=\"#content-work-based-learning-cy-1\" data-toggle=\"tab\" role=\"tab\" id=\"work-based-learning-cy-1\">Dilysrwydd <\/a><\/li>\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link \" href=\"#content-work-based-learning-cy-2\" data-toggle=\"tab\" role=\"tab\" id=\"work-based-learning-cy-2\">Ystyriaethau camymddwyn academaidd <\/a><\/li>\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link \" href=\"#content-work-based-learning-cy-3\" data-toggle=\"tab\" role=\"tab\" id=\"work-based-learning-cy-3\">Rhwystrau rhag Dysgu ac ystyriaethau <\/a><\/li><\/ul> <div class=\"tab-content\">\n        <div class=\"tab-pane active\" id=\"content-work-based-learning-cy-1\" role=\"tabpanel\" aria-labelledby=\"work-based-learning-cy-1\">\n        <p>Yn paratoi myfyrwyr ar gyfer heriau y byddant yn eu hwynebu mewn sefyllfaoedd 'yn y byd go iawn' a datblygu sgiliau fel creadigrwydd, hyblygrwydd a blaengaredd, nad yw dulliau asesu traddodiadol yn ei wneud. Mae ymateb yn gyflym ac yn effeithiol mewn cyd-destunau dysgu seiliedig ar waith yn helpu myfyrwyr i weithio tuag at y rhinwedd graddedigion: \u2018Meddwl yn annibynnol ac yn feirniadol\u2019 ac \u2018arloesol, mentrus ac yn fasnachol ymwybodol\u2019.<\/p>\n\n        <\/div>\n        <div class=\"tab-pane \" id=\"content-work-based-learning-cy-2\" role=\"tabpanel\" aria-labelledby=\"work-based-learning-cy-2\">\n        <p>Mae dysgu seiliedig ar waith yn asesu gwybodaeth ddamcaniaethol yn ogystal \u00e2 chymhwyso sgiliau mewn senarios ymarferol, sy'n cyfyngu ar gyfleoedd ar gyfer camymddwyn academaidd.<\/p>\n\n        <\/div>\n        <div class=\"tab-pane \" id=\"content-work-based-learning-cy-3\" role=\"tabpanel\" aria-labelledby=\"work-based-learning-cy-3\">\n        <p>Yn creu gorbryder;<\/p>\n<p>Dylid cynllunio asesiadau gyda hyblygrwydd i ddiwallu anghenion amrywiol, gan sicrhau bod pob dysgwr yn gallu dangos ei sgiliau a'i wybodaeth yn effeithiol.<\/p>\n<p>&nbsp;<\/p>\n\n        <\/div><\/div>\n        <\/div><\/p>\n<\/div> <\/div><\/div>\n<p>I gael rhagor o wybodaeth am AI ac asesu, gallwch weld yr adran archwilio\u2019n ddyfnach sy&#8217;n cynnwys adnodd defnyddiol iawn ar syniadau asesu ar gyfer byd sy&#8217;n galluogi AI.<\/p>\n \n\n                        <div class=\"alert alert alert-success with-icon \">        \n                            <div class=\"alert-icon\">\n                    <svg class=\"icon\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewBox=\"0 0 30 30\"><title>Globe<\/title><path d=\"M15,2a15,15,0,1,1,0,30A15,15,0,0,1,0,17,15,15,0,0,1,15,2ZM10.34,7.44L10,8a5.88,5.88,0,0,0-.31.63C9.53,9.06,9.31,9.53,9.16,10H14V4.16a2.78,2.78,0,0,0-.66.25,5,5,0,0,0-.69.41,6.52,6.52,0,0,0-1.22,1.09,10.24,10.24,0,0,0-1.09,1.53h0ZM16,10h4.84c-0.09-.22-0.16-0.47-0.25-0.69A12.87,12.87,0,0,0,20,8a5.49,5.49,0,0,1-.34-0.56,10.13,10.13,0,0,0-1.09-1.53,6.55,6.55,0,0,0-1.22-1.09,7.68,7.68,0,0,0-.66-0.41A3.67,3.67,0,0,0,16,4.16V10h0ZM5.81,7.81q-0.52.52-.94,1C4.59,9.22,4.28,9.63,4,10H7A15.68,15.68,0,0,1,8.09,7.44,11.33,11.33,0,0,1,9.41,5.28,11.54,11.54,0,0,0,7.5,6.38,10.52,10.52,0,0,0,5.81,7.81ZM23,10h3c-0.25-.37-0.56-0.78-0.84-1.16a13.7,13.7,0,0,0-.94-1A10.58,10.58,0,0,0,22.5,6.38a11.51,11.51,0,0,0-1.91-1.09,13.28,13.28,0,0,1,1.34,2.16A19,19,0,0,1,23,10h0ZM6.5,12H3a9,9,0,0,0-.62,2A10.61,10.61,0,0,0,2,16H6a14.66,14.66,0,0,1,.16-2.06c0.09-.66.19-1.31,0.31-1.94h0ZM14,12H8.56c-0.16.63-.25,1.31-0.34,2A10.67,10.67,0,0,0,8,16h6V12h0Zm2,0v4h6a14.19,14.19,0,0,0-.16-2c-0.12-.66-0.22-1.34-0.37-2H16Zm8,4h4a13.75,13.75,0,0,0-.31-2A11.21,11.21,0,0,0,27,12H23.5c0.13,0.63.22,1.28,0.31,1.94A14.51,14.51,0,0,1,24,16h0ZM3,22H6.5c-0.12-.62-0.22-1.28-0.31-1.94A14.51,14.51,0,0,1,6,18H2a10.6,10.6,0,0,0,.34,2A9,9,0,0,0,3,22H3Zm11-4H8a10.67,10.67,0,0,0,.19,2c0.09,0.66.19,1.34,0.34,2H14V18h0Zm2,4h5.44c0.16-.62.25-1.31,0.38-2A14.06,14.06,0,0,0,22,18H16v4Zm7.5,0H27a11.21,11.21,0,0,0,.66-2A13.9,13.9,0,0,0,28,18H24a14.66,14.66,0,0,1-.16,2.06c-0.09.66-.19,1.31-0.31,1.94h0ZM7,24H4c0.25,0.38.56,0.78,0.84,1.13a9.9,9.9,0,0,0,.94,1.06A10.58,10.58,0,0,0,7.5,27.63a11.51,11.51,0,0,0,1.91,1.09,11.33,11.33,0,0,1-1.31-2.16A15.79,15.79,0,0,1,7,24H7Zm2.12,0,0.28,0.69A7,7,0,0,0,10,26c0.09,0.22.22,0.41,0.31,0.59a9.78,9.78,0,0,0,1.09,1.5,6.78,6.78,0,0,0,1.22,1.13,3,3,0,0,0,.69.38,2,2,0,0,0,.66.28V24H9.16Zm10.5,2.56c0.09-.19.22-0.37,0.34-0.59s0.22-.41.31-0.62c0.19-.44.38-0.87,0.53-1.34H16v5.84a2.45,2.45,0,0,0,.69-0.28,3.51,3.51,0,0,0,.66-0.37,6.78,6.78,0,0,0,1.22-1.12,9.78,9.78,0,0,0,1.09-1.5h0Zm4.53-.37a10,10,0,0,0,.94-1.06c0.28-.34.59-0.75,0.84-1.12H23a19.07,19.07,0,0,1-1,2.56,13.28,13.28,0,0,1-1.34,2.16,11.54,11.54,0,0,0,1.91-1.09,10.52,10.52,0,0,0,1.69-1.44h0Z\" transform=\"translate(0 -2)\"><\/path><\/svg>                <\/div>\n            \n            <div class=\"alert-body\">            \n                <h3>Myfyrio<\/h3>                <p>Ystyriwch sut y gallech ymgorffori hyblygrwydd a chyflwyno mwy o amrywiaeth i'r asesiadau ar y cwrs rydych chi'n ei addysgu.<\/p>\n<p>Sut ydych chi\u2019n cefnogi llythrennedd asesu dysgwyr ar hyn o bryd?<\/p>\n            <\/div>\n        <\/div> \n\n    \n \n\n                        <div class=\"alert alert with-icon \">        \n                            <div class=\"alert-icon\">\n                    <svg class=\"icon\"  xmlns=\"http:\/\/www.w3.org\/2000\/svg\" xmlns:xlink=\"http:\/\/www.w3.org\/1999\/xlink\" viewBox=\"0 0 96 96\" shape-rendering=\"geometricPrecision\" text-rendering=\"geometricPrecision\"><g><path 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datrys problemau integredig, hunanymwybyddiaeth a chymhwysedd normadol.<\/p>\n            <\/div>\n        <\/div> \n\n    \n \n\n                        <div class=\"alert alert alert-info with-icon \">        \n                            <div class=\"alert-icon\">\n                    <svg class=\"icon\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" xmlns:xlink=\"http:\/\/www.w3.org\/1999\/xlink\" viewBox=\"0 0 793 696\" shape-rendering=\"geometricPrecision\" text-rendering=\"geometricPrecision\"><defs><linearGradient id=\"etZNF97Wf1q3-fill\" x1=\"351.931\" y1=\"516.34\" x2=\"670.917\" y2=\"516.34\" spreadMethod=\"pad\" gradientUnits=\"userSpaceOnUse\" gradientTransform=\"translate(0 0)\"><stop id=\"etZNF97Wf1q3-fill-0\" offset=\"0%\" stop-color=\"#12d69e\"\/><stop id=\"etZNF97Wf1q3-fill-1\" offset=\"100%\" stop-color=\"#00a870\"\/><\/linearGradient><linearGradient id=\"etZNF97Wf1q4-fill\" x1=\"0\" y1=\"153.98\" x2=\"318.986\" y2=\"153.98\" spreadMethod=\"pad\" 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transform=\"matrix(1.13937 0 0 1 503.331 1752.58)\" fill=\"url(#etZNF97Wf1q6-fill)\"\/><\/g><\/svg>                <\/div>\n            \n            <div class=\"alert-body\">            \n                <h3>Awgrym Cynwysoldeb<\/h3>                <p>Mae defnyddio ystod o ddulliau asesu ar draws rhaglen neu fodiwl yn golygu y gall myfyrwyr ddangos yr hyn y maen nhw wedi\u2019i ddysgu gan ddefnyddio <a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/cy\/trosolwg-or-themau\/cynwysoldeb\/dylunio-cyffredinol-ar-gyfer-dys-cynfyfyrwyrgu\/\">dulliau gwahanol o fynegi eu hunain.\u00a0<\/a><\/p>\n            <\/div>\n        <\/div> \n\n    \n<hr \/>\n<h2 id=\"section2\">Asesiad cynhwyso<\/h2>\n<p>Gweler <a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/cy\/trosolwg-or-themau\/cynwysoldeb\/dylunio-cyffredinol-ar-gyfer-dys-cynfyfyrwyrgu\/\">ystyriaethau UDL<\/a> am ragor o arweiniad ar ddylunio cynhwysol, yn ogystal \u00e2\u2019r graffig isod, sy\u2019n cynrychioli Fframwaith UDL a ddatblygwyd gan <a href=\"https:\/\/udlguidelines.cast.org\/\" target=\"_blank\" rel=\"noopener\">CAST<\/a>, sy\u2019n dangos 3 egwyddor a all eich cynorthwyo yn eich taith i greu asesiadau cynhwysol.<\/p>\n<figure id=\"post-6624 media-6624\" class=\"image align-none\"><img loading=\"lazy\" decoding=\"async\" class=\"\" src=\"http:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/files\/2024\/09\/Screenshot-2024-09-26-at-17.04.21.png\" alt=\"\" width=\"651\" height=\"185\" \/><\/figure>\n<figure id=\"post-1393 media-1393\" class=\"image align-none\"><figcaption class=\"caption\">Ffig: \u2018Dulliau Lluosog\u2019 UDL<\/figcaption><\/figure>\n<p>Wrth feddwl am y mathau o asesiadau yn y crynodeb, efallai y byddwch hefyd am ystyried Rhinweddau Asesu Cynhwysol yr Asiantaeth Sicrhau Ansawdd ar gyfer Addysg Uwch (QAA) (a ddangosir isod) i&#8217;ch helpu i adolygu, cynllunio ar gyfer a gwerthuso polis\u00efau, mentrau ac ymyriadau asesu cynhwysol a arweinir gan welliant. <a href=\"https:\/\/www.qaa.ac.uk\/membership\/collaborative-enhancement-projects\/assessment\/developing-a-set-of-inclusive-assessment-design-attributes-for-use-across-the-he-sector\">Edrychwch yma i gael rhagor o wybodaeth<\/a> (Saesneg).<\/p>\n<figure id=\"post-6753 media-6753\" class=\"image align-none\">\n<figure id=\"post-6754 media-6754\" class=\"image align-none\"><img decoding=\"async\" src=\"http:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/files\/2024\/09\/Screenshot-2024-09-30-at-15.56.11.png\" alt=\"\" \/><\/figure>\n<\/figure>\n<figure id=\"post-1631 media-1631\" class=\"image align-none\"><figcaption class=\"caption\">(QAA, 2020)<\/figcaption><\/figure>\n<p>Mae&#8217;r adnodd defnyddiol hwn gan MLANG ar Gynhwysiant Niwro mewn Asesu Iaith yn edrych ar sut y gallwn wneud asesiadau&#8217;n fwy cynhwysol trwy:<\/p>\n<ul>\n<li>greu tasgau dilys<\/li>\n<li>creu ymdeimlad o gynulleidfa\/darllenwyr y tu hwnt i&#8217;r marciwr<\/li>\n<li>rhoi pwrpas i&#8217;r asesiad<\/li>\n<li>mapio asesiadau i sgiliau&#8217;r dyfodol\/priodeleddau graddedigion<\/li>\n<\/ul>\n<hr \/>\n<h2>Asesiad Cynaliadwy<\/h2>\n \n\n                        <div class=\"alert alert with-icon \">        \n                            <div class=\"alert-icon\">\n                    <svg class=\"icon\"  xmlns=\"http:\/\/www.w3.org\/2000\/svg\" xmlns:xlink=\"http:\/\/www.w3.org\/1999\/xlink\" viewBox=\"0 0 96 96\" shape-rendering=\"geometricPrecision\" text-rendering=\"geometricPrecision\"><g><path d=\"M48,20c1.1,0,2,.9,2,2s-.9,2-2,2-2-.9-2-2s.9-2,2-2ZM60,80c0-1.1-.9-2-2-2h-7v-50.8c.9-.5,1.7-1.3,2.2-2.2h19.2L66.8,54h4.1l4.4-22.8L80.9,54h4.1L77.7,25h1.3c1.7,0,3-1.3,3-3s-1.3-3-3-3h-25.8c-.5-.9-1.3-1.7-2.2-2.2v-5.8c0-1.7-1.3-3-3-3s-3,1.3-3,3v5.8c-.9.5-1.7,1.3-2.2,2.2L17,19c-1.7,0-3,1.3-3,3c0,1.4,1,2.7,2.4,2.9L10.7,54h4.1l4.4-22.8L24.9,54h4.1L21.7,25h21c.5.9,1.3,1.7,2.2,2.2v50.8h-7c-1.1,0-2,.9-2,2v2L24,82v6h48v-6h-12v-2Z\"\/><path d=\"M32,57h-24c0,3.3,5.4,6,12,6s12-2.7,12-6Z\"\/><path d=\"M64,57c0,3.3,5.4,6,12,6s12-2.7,12-6h-24Z\"\/><\/g><\/svg>                <\/div>\n            \n            <div class=\"alert-body\">            \n                <h3>Awgrym Cynaliadwyedd<\/h3>                <p><strong>Sut alla i wneud asesu'n gynaliadwy?<\/strong><\/p>\n<ul>\n<li>Cydnabod a gwerthuso dysgu blaenorol.<\/li>\n<li>Creu asesiadau sy'n ddilys ac yn gysylltiedig \u00e2 gweithgareddau bywyd go iawn yn eich disgyblaeth. Gweler Asesiad Dilys.<\/li>\n<li>Annog meddylfryd twf (Dweck 2012) ymhlith myfyrwyr.<\/li>\n<li>Pwysleisio'r broses ddysgu, nid y canlyniad (gweler Smith a Francis 2024).<\/li>\n<li>Ystyried asesu ar draws y rhaglen: a yw'r dulliau asesu'n adeiladu tuag at anghenion dysgu'r dyfodol i fyfyrwyr?<\/li>\n<li>Defnyddio dull dysgu wedi'i sgaffaldio: dechrau gyda briffiau asesu manwl, gan gynnwys amlinelliadau enghreifftiol a dolenni i adnoddau dysgu, ac yn raddol leihau'r raddfa o fanylion a chefnogaeth.<\/li>\n<li>Annog cyfleoedd ar gyfer asesu ffurfiannol fel bod dysgwyr yn ymwybodol o sut maen nhw'n datblygu (asesu ar gyfer dysgu yn hytrach na dim ond asesu dysgu).<\/li>\n<li>Rhaid i fyfyrwyr allu deall a defnyddio adborth i ddatblygu eu dysgu'n effeithiol (mae hyn yn cynnwys adborth gan athrawon, cyfoedion ac adborth allanol).<\/li>\n<li>Defnyddio hunan-asesu i gefnogi myfyrwyr, gyda myfyrio ar eu dysgu. Gofyn cwestiynau myfyriol a sbarduno trafodaeth am y broses ddysgu fydd yn helpu i ddatblygu sgiliau metawybyddol yn eich myfyrwyr.<\/li>\n<li>Defnyddio dull ailadroddol o feini prawf asesu, gan gynnwys cyfleoedd ar gyfer cyd-greu meini prawf gyda myfyrwyr.<\/li>\n<\/ul>\n            <\/div>\n        <\/div> \n\n    \n<hr \/>\n<h2 id=\"section3\">Meddwl yn ddigidol: offer i helpu asesu<\/h2>\n<p>Gall y ddewislen <a href=\"https:\/\/intranet.cardiff.ac.uk\/cy\/staff\/supporting-your-work\/teach-and-support-students\/teach-and-assess-students\/learning-and-teaching-development\/digital-learning-framework\/menu-of-assessment\">Asesu Addysg Ddigidol<\/a> hefyd eich helpu i ystyried manteision, peryglon a materion gonestrwydd academaidd mathau o asesu. Mae\u2019r Academi Dysgu ac Addysgu (LTA) hefyd wedi paratoillyfr e-asesu.<\/p>\n<div style=\"vertical-align: top;width: 300px;margin: 20px auto;color: #333;background: #fff;border: 1px solid #ddd;line-height: 1.2;text-decoration: none;padding: 0\">\n<p><a style=\"color: #333;line-height: 1.2;text-decoration: none;padding: 0;font-weight: normal\" href=\"https:\/\/read.bookcreator.com\/r33KMu9Cc3ckCr4sXmc2scgOzB72\/gjV7WC_qSmOUeT_MFUHMSQ\" target=\"_blank\" rel=\"noreferrer noopener\"><img decoding=\"async\" style=\"max-height: 300px;max-width: 100%;margin: 0 auto;padding: 0;border: none\" src=\"https:\/\/assets.api.bookcreator.com\/r33KMu9Cc3ckCr4sXmc2scgOzB72\/books\/gjV7WC_qSmOUeT_MFUHMSQ\/cover\/share\" alt=\"E-Assessment Guidance\" \/><\/a><\/p>\n<div style=\"padding: 20px;overflow: hidden;border-top: 1px solid #ddd\">\n<div style=\"color: #333;line-height: 1.2;text-decoration: none;padding: 0;font-weight: normal;font-size: 21px;margin: 0 0 0.25em\"><a style=\"color: #333;line-height: 1.2;text-decoration: none;padding: 0;font-weight: normal\" href=\"https:\/\/read.bookcreator.com\/r33KMu9Cc3ckCr4sXmc2scgOzB72\/gjV7WC_qSmOUeT_MFUHMSQ\" target=\"_blank\" rel=\"noreferrer noopener\">E-Assessment Guidance<\/a><\/div>\n<div style=\"color: #333;line-height: 1.2;text-decoration: none;padding: 0;font-weight: normal;font-size: 16px;margin: 0 0 0.5em\"><a style=\"color: #333;line-height: 1.2;text-decoration: none;padding: 0;font-weight: normal\" href=\"https:\/\/read.bookcreator.com\/r33KMu9Cc3ckCr4sXmc2scgOzB72\/gjV7WC_qSmOUeT_MFUHMSQ\" target=\"_blank\" rel=\"noreferrer noopener\">Click to read this book, made with Book Creator<\/a><\/div>\n<div style=\"color: #455a64;line-height: 1.2;text-decoration: none;padding: 0;font-weight: bold;overflow: hidden;font-size: 14px\"><a style=\"color: #333;line-height: 1.2;text-decoration: none;padding: 0;font-weight: normal\" href=\"https:\/\/read.bookcreator.com\/r33KMu9Cc3ckCr4sXmc2scgOzB72\/gjV7WC_qSmOUeT_MFUHMSQ\" target=\"_blank\" rel=\"noreferrer noopener\">read.bookcreator.com<\/a><\/div>\n<\/div>\n<\/div>\n<hr \/>\n<h2 id=\"Deeper-Dive\">Archwilio\u2019n Ddyfnach<\/h2>\n<div class=\"accordion accordion-accessible\"><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-assessment-compendium-deeper-dive-cy-1\"\n        aria-expanded=\"false\"><svg class=\"icon icon-chevron-right\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewBox=\"0 0 19.75 32\">\n    <title>Chevron right<\/title>\n    <path d=\"M6.13,28.28L18.41,16,6.13,3.72,9.84,0l16,16-16,16Z\" transform=\"translate(-6.13 0)\"><\/path>\n<\/svg> Cloc Un Llaw \u2013 Cyfaddawdau<\/h2> <div class=\"accordion-section-body collapse \" id=\"content-assessment-compendium-deeper-dive-cy-1\"><p>Rhaid i system asesu gydbwyso dilysrwydd, dibynadwyedd a hydrinedd. Cyfeiriodd Stobart (2008) at y cloc un llaw (gweler y llun isod).<\/p>\n<p>Eglurodd Stobart (2021) hyn yn nhermau:<\/p>\n<p>\u201cdim ond mewn un lle y gall y llaw fod, sy'n dangos natur anochel cyfaddawdau. \u2026 Ar \u00f4l 10 munud, mae gennym asesiad dilys a dibynadwy a all fod angen prosesau costus a drud \u2013 er enghraifft, hyfforddi peilot cwmni hedfan; ar \u00f4l 50 munud, efallai y bydd gennym asesiad athro dilys a hylaw sydd \u00e2 dibynadwyedd cyfyngedig. Yr hyn sydd i\u2019w osgoi yw bod ar 30 munud \u2013 prawf hylaw, wedi\u2019i farcio \u00e2 pheiriant (dibynadwy) sy\u2019n hawdd ac yn ddibynadwy i\u2019w asesu ond nad oes ganddo fawr o berthynas \u00e2\u2019r lluniad \u2013 er enghraifft, prawf amlddewis o greadigrwydd\u2026<\/p>\n<p>Mae'r cyfaddawdau hyn hefyd yn berthnasol i systemau asesu. Lle mae amrywiaeth o feysydd yn cyfrannu at ddeilliannau myfyrwyr, yna bydd y cyfaddawdau hyn yn amrywio a gallant arwain at system gyffredinol fwy dibynadwy a chadarn y gellir ymddiried ynddi.\u201d<\/p>\n<figure id=\"post-1639 media-1639\" class=\"image align-none\"><img loading=\"lazy\" decoding=\"async\" class=\"alignnone\" src=\"http:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/files\/2023\/08\/Picture4-1.png\" alt=\"The title of the image is \u2018Dependability: The One-Handed Clock. The image shows a simple clock face with a single hand. At 12 on the clock is \u2018Construct Validity\u2019, at 4 on the clock is \u2018Reliability\u2019 and at 8 on the clock is \u2018Manageability\u2019. The single hand is pointing between \u2018Construct Validity\u2019 and \u2018Reliability\u2019 on this occasion: indicating that there are compromises which must happen when designing assessments. | [Teitl y ddelwedd yw \u2018Dibynadwyedd: Y Cloc Un Llaw. Mae\u2019r ddelwedd yn dangos wyneb cloc syml gydag un llaw. Am 12 ar y cloc, mae \u2018Construct Validity\u2019, am 4 ar y cloc mae \u2018Dibynadwyedd\u2019 ac am 8 ar y cloc mae \u2018Manageability\u2019. Mae'r llaw sengl yn pwyntio rhwng \u2018Construct Validity\u2019 a \u2018Reliability\u2019 y tro hwn: sy\u2019n dangos bod cyfaddawdau y mae\u2019n rhaid iddynt ddigwydd wrth ddylunio asesiadau.\" width=\"1089\" height=\"555\" \/><\/figure>\n<\/div> <\/div><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-assessment-compendium-deeper-dive-cy-2\"\n        aria-expanded=\"false\"><svg class=\"icon icon-chevron-right\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewBox=\"0 0 19.75 32\">\n    <title>Chevron right<\/title>\n    <path d=\"M6.13,28.28L18.41,16,6.13,3.72,9.84,0l16,16-16,16Z\" transform=\"translate(-6.13 0)\"><\/path>\n<\/svg> Adnoddau Pellach<\/h2> <div class=\"accordion-section-body collapse \" id=\"content-assessment-compendium-deeper-dive-cy-2\"><p><a href=\"https:\/\/repository.jisc.ac.uk\/9234\/1\/assessment-ideas-for-an-ai-enabled-world.pptx\" target=\"_blank\" rel=\"noopener\">Syniadau asesu ar gyfer byd sy\u2019n cael ei alluogi gan AI:<\/a> mae\u2019r adnodd JISC hwn yn ffynhonnell ragorol ar gyfer ysbrydoliaeth asesu AI.<\/p>\n<p>Gweler y ddogfen Advance HE ddefnyddiol hon sy\u2019n rhoi manteision ac anfanteision ar gyfer gwahanol fathau o asesiadau: <a href=\"https:\/\/www.advance-he.ac.uk\/knowledge-hub\/different-forms-assessment\">https:\/\/www.advance-he.ac.uk\/knowledge-hub\/different-forms-assessment<\/a><\/p>\n<p>Gweler y crynodeb defnyddiol hwn o wahanol fathau gan Brifysgol Caeredin, gan gynnwys graddio sgoriau ar gyfer \u2018Cymhlethdod\u2019, \u2018Gofyniad Adnoddau\u2019 a \u2018Gwrthsefyll Camymddwyn\u2019: <a href=\"https:\/\/www.ed.ac.uk\/institute-academic-development\/learning-teaching\/staff\/assessment\/online-remote\/types\">https:\/\/www.ed.ac.uk\/institute-academic-development\/learning-teaching\/staff\/assessment\/online-remote\/types<\/a> (Saesneg).<\/p>\n<\/div> <\/div><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-assessment-compendium-deeper-dive-cy-3\"\n        aria-expanded=\"false\"><svg class=\"icon icon-chevron-right\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewBox=\"0 0 19.75 32\">\n    <title>Chevron right<\/title>\n    <path d=\"M6.13,28.28L18.41,16,6.13,3.72,9.84,0l16,16-16,16Z\" transform=\"translate(-6.13 0)\"><\/path>\n<\/svg> Enghreifftiau o arfer da<\/h2> <div class=\"accordion-section-body collapse \" id=\"content-assessment-compendium-deeper-dive-cy-3\"><div class=\"content user-select-text\" tabindex=\"0\" aria-description=\"\" aria-label=\"Sent by Copilot: Sure, here's the translation into Welsh: 'Mae'r Templed Crynodeb Asesiad hwn gan MLANG yn darparu enghraifft ddefnyddiol o'r mathau o wybodaeth am asesiadau y dylid eu rhoi i fyfyrwyr. Enghreifftiau pellach gan MLANG o grynodebau asesiad ynghyd \u00e2 datganiad o bwrpas pob asesiad a'r priodoleddau graddedig y maent wedi'u cynllunio i'w hasesu.' If you need any more translations or have other questions, feel free to ask!\">\n<div class=\"ac-container ac-adaptiveCard\">\n<div class=\"ac-textBlock\">\n<p><a href=\"https:\/\/cf.sharepoint.com\/:b:\/t\/CurriculumDevelopment-ToolkitOwners\/ETvNXHvhnqtOnhQ5UU-dMV0BUODZjOmWRL4Nf9YjiD57VQ?e=JPCJLi\" target=\"_blank\" rel=\"noopener\">Mae'r Templed Crynodeb Asesiad<\/a> hwn gan MLANG yn darparu enghraifft ddefnyddiol o'r mathau o wybodaeth am asesiadau y dylid eu rhoi i fyfyrwyr.<\/p>\n<p><a href=\"https:\/\/cf.sharepoint.com\/:b:\/t\/CurriculumDevelopment-ToolkitOwners\/ER6xLy08u7dFvzNwCo7dRvgBHuwLtSguMQiaawxuEtQYwA?e=oAvDM7\" target=\"_blank\" rel=\"noopener\">Enghreifftiau pellach gan MLANG<\/a> o grynodebau asesiad ynghyd \u00e2 datganiad o bwrpas pob asesiad a'r priodoleddau graddedig y maent wedi'u cynllunio i'w hasesu.<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div> <\/div><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-assessment-compendium-deeper-dive-cy-4\"\n        aria-expanded=\"false\"><svg class=\"icon icon-chevron-right\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewBox=\"0 0 19.75 32\">\n    <title>Chevron right<\/title>\n    <path d=\"M6.13,28.28L18.41,16,6.13,3.72,9.84,0l16,16-16,16Z\" transform=\"translate(-6.13 0)\"><\/path>\n<\/svg> Cyfeiriadau<\/h2> <div class=\"accordion-section-body collapse \" id=\"content-assessment-compendium-deeper-dive-cy-4\"><p>Bloxham, S., a Boyd, P. (2007) Developing Effective Assessment in Higher Education: A Practical Guide. Maidenhead: Gwasg y Brifysgol Agored<\/p>\n<p>Stobart, G., 2008. Testing times: The uses and abuses of assessment. Routledge.<\/p>\n<p>Stobart, G., 2021. Upper-secondary education student assessment in Scotland: A comparative perspective.<\/p>\n<p>Allan, S., 2021. Assessment workload and equivalency \u2013 practice guide. Educational Development v1 August 2021 Ar gael yn:<\/p>\n<p>QAA, 2020 <a href=\"https:\/\/www.qaa.ac.uk\/membership\/collaborative-enhancement-projects\/assessment\/developing-a-set-of-inclusive-assessment-design-attributes-for-use-across-the-he-sector\">https:\/\/www.qaa.ac.uk\/membership\/collaborative-enhancement-projects\/assessment\/developing-a-set-of-inclusive-assessment-design-attributes-for-use-across-the-he-sector<\/a><\/p>\n<p>Race, P (1998) The Lecturer's Toolkit 2il Argraffiad Llundain: Kogan Page Ltd<\/p>\n<p>UOE (2021) Assessment types &amp; their pros &amp; cons Ar gael yn: <a href=\"https:\/\/www.ed.ac.uk\/institute-academic-development\/learning-teaching\/staff\/assessment\/online-remote\/types\">https:\/\/www.ed.ac.uk\/institute-academic-development\/learning-teaching\/staff\/assessment\/online-remote\/types<\/a><\/p>\n<\/div> <\/div><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-assessment-compendium-deeper-dive-cy-5\"\n        aria-expanded=\"false\"><svg class=\"icon icon-chevron-right\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewBox=\"0 0 19.75 32\">\n    <title>Chevron right<\/title>\n    <path d=\"M6.13,28.28L18.41,16,6.13,3.72,9.84,0l16,16-16,16Z\" transform=\"translate(-6.13 0)\"><\/path>\n<\/svg> Rhannwch eich Adborth<\/h2> <div class=\"accordion-section-body collapse \" id=\"content-assessment-compendium-deeper-dive-cy-5\"><p>\n<!-- iframe plugin v.6.0 wordpress.org\/plugins\/iframe\/ -->\n<iframe loading=\"lazy\" class=\"image w-75\" src=\"https:\/\/forms.microsoft.com\/pages\/responsepage.aspx?id=MEu3vWiVVki9vwZ1l3j8vFjmzr0UHJNEkrFqXd1VVfhURFkwR1E4TzlNNFJGR1VIRDdKRENOOFZFSS4u\" width=\"100%\" height=\"500\" scrolling=\"yes\" frameborder=\"0\"><\/iframe>\n<\/p>\n<\/div> <\/div><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-assessment-compendium-deeper-dive-cy-6\"\n        aria-expanded=\"false\"><svg class=\"icon icon-chevron-right\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewBox=\"0 0 19.75 32\">\n    <title>Chevron right<\/title>\n    <path d=\"M6.13,28.28L18.41,16,6.13,3.72,9.84,0l16,16-16,16Z\" transform=\"translate(-6.13 0)\"><\/path>\n<\/svg> Ble Nesaf?<\/h2> <div class=\"accordion-section-body collapse \" id=\"content-assessment-compendium-deeper-dive-cy-6\"><p>Dewiswch un o\u2019r tudalennau hyn sy\u2019n gysylltiedig \u00e2\u2019r un hon:<\/p>\n<p><a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/cy\/trosolwg-or-themau\/cynwysoldeb\/dylunio-cyffredinol-ar-gyfer-dys-cynfyfyrwyrgu\/\">Dylunio Cyffredinol ar gyfer Dysgu<\/a><\/p>\n<p><a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/cy\/datblygu-rhaglen\/\">Datblygu Rhaglen<\/a><\/p>\n<p><a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/cy\/datblygu-rhaglen\/deilliannau-dysgur-rhaglen\/\">Deilliannau Dysgu\u2019r Rhaglen<\/a><\/p>\n<p><a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/cy\/datblygu-rhaglen\/asesur-modiwl\/\">Asesu'r Modiwl<\/a><\/p>\n<p><a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/cy\/datblygu-rhaglen\/deilliannau-dysgur-modiwl\/\">Deilliannau Dysgu\u2019r Modiwl<\/a><\/p>\n<p><a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/cy\/egwyddorion-allweddol\/egwyddor-5-asesu-syn-gyfystyr-a-dysgu\/asesiadau-dilys\/\">Asesiadau Dilys<\/a><\/p>\n<p><a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/cy\/trosolwg-or-themau\/cynaliadwyedd\/asesiadau-cynaliadwy\/\">Asesiadau Cynaliadwy<\/a><\/p>\n<p><a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/cy\/dylunio-dysgu-a-pharatoi-i-addasu\/\">Dylunio Dysgu a Pharatoi i Addysgu<\/a><\/p>\n<p><a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/cy\/egwyddorion-allweddol\/egwyddor-5-asesu-syn-gyfystyr-a-dysgu\/adborth\/\">Adborth<\/a><\/p>\n<\/div> <\/div><\/div>\n","protected":false},"excerpt":{"rendered":"Mae\u2019r adran hon yn darparu rhestr ddangosol, anghyflawn o rai o\u2019r gwahanol ddulliau asesu a ddefnyddir yn gyffredin mewn addysg uwch yn y DU.","protected":false},"author":8903,"featured_media":0,"parent":295,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"categories":[76],"tags":[],"class_list":["post-452","page","type-page","status-publish","hentry","category-asesu-ac-adborth"],"meta_box":{"cu_accordion":"","cu_alert":"","cu_tabs":"","cu_quote":""},"_links":{"self":[{"href":"http:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/pages\/452","targetHints":{"allow":["GET"]}}],"collection":[{"href":"http:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"http:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"http:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/users\/8903"}],"replies":[{"embeddable":true,"href":"http:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/comments?post=452"}],"version-history":[{"count":51,"href":"http:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/pages\/452\/revisions"}],"predecessor-version":[{"id":8737,"href":"http:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/pages\/452\/revisions\/8737"}],"up":[{"embeddable":true,"href":"http:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/pages\/295"}],"wp:attachment":[{"href":"http:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/media?parent=452"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"http:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/categories?post=452"},{"taxonomy":"post_tag","embeddable":true,"href":"http:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/tags?post=452"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}