{"id":458,"date":"2023-07-20T10:24:18","date_gmt":"2023-07-20T09:24:18","guid":{"rendered":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/?page_id=458"},"modified":"2024-12-19T12:16:54","modified_gmt":"2024-12-19T12:16:54","slug":"cyd-greu-mewn-asesiadau","status":"publish","type":"page","link":"http:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/cy\/egwyddorion-allweddol\/egwyddor-5-asesu-syn-gyfystyr-a-dysgu\/cyd-greu-mewn-asesiadau\/","title":{"rendered":"Cyd-greu mewn Asesiadau"},"content":{"rendered":"<h2 id=\"section1\">Dechrau arni<\/h2>\n \n\n                        <div class=\"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>Mewnwelediadau Gwerslyfrau<\/h3>                <p>\"Mae cyd-greu dysgu ac addysgu yn digwydd pan fydd staff a myfyrwyr yn cydweithio \u00e2\u2019i gilydd i greu cydrannau o gwricwla a\/neu ddulliau addysgegol.\" (Bovill et al, 2016: 196) <\/p>\n            <\/div>\n        <\/div> \n\n    \n<figure id=\"post-6671 media-6671\" class=\"image align-none\"><img loading=\"lazy\" decoding=\"async\" class=\"alignright\" style=\"width: 531px;height: 356px\" src=\"http:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/files\/2024\/09\/Screenshot-2024-09-27-at-14.37.49.png\" alt=\"Image of students made out of coloured paper\" width=\"379\" height=\"254\" \/><\/figure>\n<p>Mae cymryd rhan mewn deialog gyda myfyrwyr am asesu yn hwyluso cyd-ddealltwriaeth o asesu. Mae\u2019n amlwg, wrth weithio ar brosiectau asesu ac adborth wedi\u2019u creu ar y cyd \u00e2 myfyrwyr, fod hyn yn creu cyfleoedd i fyfyrwyr leisio eu dealltwriaeth o asesu a rhannu yn y penderfyniadau a wneir ynghylch pwrpas a dyluniad asesu, gan wella llythrennedd trwy gyd-drafod safonau, meini prawf ac adborth.<\/p>\n<p>Gall myfyrwyr ennill dealltwriaeth well o\u2019r broses asesu \u2013 dod yn lythrennog mewn asesu yn y broses ac addasu eu ffocws i fod yn fwy ar eu dysgu yn hytrach na dim ond eu graddau. Mae hefyd yn amlwg ei fod yn gwella datblygiad eu sgiliau a\u2019u perfformiad asesu yn gyffredinol.<\/p>\n<figure id=\"post-6706 media-6706\" class=\"image align-none\"><img decoding=\"async\" src=\"http:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/files\/2024\/09\/Screenshot-2024-09-27-at-19.05.12.png\" alt=\"Illustration of the benefits of co-creation in assessment\" \/><\/figure>\n<hr \/>\n<h2 id=\"section2\">Ffyrdd o Feithrin Cyd-greu yn eich Asesiadau<\/h2>\n<p>Gall cyd-greu asesiad gyda myfyrwyr gynnwys amrywiaeth o ffyrdd o weithio&#8217;n agosach gyda myfyrwyr mewn meysydd a all wella ymgysylltiad myfyrwyr. Mae rhai o\u2019r meysydd hyn wedi\u2019u rhestru yma:<\/p>\n<ul>\n<li>Dylunio cyfarwyddiadau marcio: gall myfyrwyr gymryd perchnogaeth o&#8217;u dysgu trwy ddiffinio safonau. Gweler yr adran Plymio\u2019n Ddyfnach isod i gael rhagor o wybodaeth am gyd-greu meini prawf marcio rhwng staff a myfyrwyr.<\/li>\n<li>Dylunio MCQs (Cwestiynau amlddewis): mae myfyrwyr sy&#8217;n ymgymryd \u00e2 menter Peerwise mewn 12 ysgol ar draws y Brifysgol yn cael cyfle i ofyn cwestiynau enghreifftiol y mae eu cyd-fyfyrwyr yn eu hateb yn ddienw; rhoddir marciau i gwestiynau a gall y myfyrwyr weld pa mor effeithiol a chywir y gall eu cwestiynau fod.<\/li>\n<li>Cyd-asesu cyflwyniadau: mae myfyrwyr yn dyfarnu gradd iddynt eu hunain ac mae&#8217;r tiwtor hefyd yn dyfarnu gradd iddynt. Yna, mae&#8217;r tiwtor yn cyfarfod \u00e2&#8217;r holl fyfyrwyr yn unigol i gytuno ar radd derfynol. Mae hyn yn annog y myfyrwyr i drafod a mynegi sail resymegol dros eu perfformiad. Os na allant ddod i gytundeb ar y radd, mae&#8217;r tiwtor yn parhau i fod yn gyfrifol am ddyfarnu gradd derfynol, ond mae&#8217;n dryloyw ac yn agored gyda&#8217;r myfyrwyr ynghylch y sail resymegol dros y penderfyniadau.<\/li>\n<\/ul>\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>Cewch eich ysbrydoli gan y posibilrwydd o \u201cAsesu er da\u201d. (Assessment for Good). Yn Symposiwm Cynaladwyedd Advance HE 2024, disgrifiodd yr Athro Jennifer O'Brien, Arweinydd Academaidd Manceinion ar gyfer Addysgu a Dysgu Cynaliadwyedd, sut roedd annog myfyrwyr i gyhoeddi eu hasesiad allanol ar gyfryngau cymdeithasol wedi creu ymdeimlad o 'asesu er da'. Rhoddodd hyn ymdeimlad o berchnogaeth, cydnabyddiaeth a dilysiant i fyfyrwyr, yn ogystal ag amlygiad i safbwyntiau amrywiol, a chyfleoedd i ymgysylltu \u00e2'r gymuned. Daeth y gwelededd hwn hefyd yn ddull o gefnogi ystyriaethau ehangach cydweithwyr o ran asesu. Mae'r gwaith hwn yn gysylltiedig \u00e2 Phrosiect Labordy Byw Prifysgol Manceinion [<a href=\"https:\/\/www.universitylivinglab.org\/students\" target=\"_blank\" rel=\"noopener\">universitylivinglab.org<\/a>].\u00a0 Gweler y dudalen Instagram [<a href=\"https:\/\/www.instagram.com\/university.livinglab.uom\/\" target=\"_blank\" rel=\"noopener\">instagram.com<\/a>] yma.<\/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 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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>Bydd cyd-greu yn hwyluso cyd-destun dysgu mwy cynhwysol drwy eich galluogi i fod yn fwy ymwybodol o anghenion dysgu a safbwyntiau\u2019r myfyrwyr, gan feithrin ymdeimlad o berthyn a grymuso\u2019r myfyrwyr i gymryd rhan amlycach yn y broses ddysgu.<\/p>\n            <\/div>\n        <\/div> \n\n    \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>Astudiaeth achos: Yr Ysgol Deintyddiaeth. Asesiad Ymarfer Myfyriol<\/h3>                <p class=\"MsoNormal\"><strong>Pa broblemau y rhoddwyd sylw iddyn nhw?<\/strong><\/p>\n<p class=\"MsoNormal\">Mae ymarfer myfyriol wrth wraidd gwybodaeth a chymhwysedd proffesiynol. Mae athrawon clinigol ar bob lefel (israddedig ac \u00f4l-raddedig) yn wynebu'r her o ddatblygu ac asesu'r sgil pwysig hwn. Mae cyfarwyddiadau strwythuredig, gwrthrychol ar gyfer asesu myfyrio yn bodoli; fodd bynnag, nid oes unrhyw gyfarwyddyd unigol wedi'i fabwysiadu'n eang, o bosibl oherwydd eu bod nhw\u2019n gymhleth.<\/p>\n<p class=\"MsoNormal\"><strong>Beth a gafodd ei brofi?<\/strong><\/p>\n<p class=\"MsoNormal\">Hwylusodd adolygiad llenyddiaeth \u00e2 ffocws ddatblygiad tri pharth ymarfer myfyriol ac ysgrifennu myfyriol pwysig; cafodd y rhain eu cynnwys mewn matrics asesu 4-parth<\/p>\n<p class=\"MsoNormal\">Gofynnwyd i fyfyrwyr deintyddiaeth, a hylendid a therapi cam 2 ysgrifennu adroddiad myfyriol clinigol. Cyhoeddwyd y matrics graddio ymlaen llaw a gofynnwyd i fyfyrwyr raddio eu gwaith cyn ei gyflwyno. Cafodd yr adroddiadau eu marcio ar y cyd gan d\u00eem o chwe aelod o staff.<\/p>\n<p class=\"MsoNormal\">Y parthau oedd:<\/p>\n<p class=\"MsoNormal\"><span style=\"text-decoration: underline\">Lefel myfyrio<\/span>: byddai adroddiad gwael yn ddisgrifiadol ac ni fyddai\u2019n rhesymu, gan ddisgrifio digwyddiadau yn y modd hwn: 'Gofynnais i'r derbynnydd aildrefnu gyda\u2019r claf.' Byddai adroddiad sy\u2019n methu yn cynnwys myfyrdod disgrifiadol yn unig ac yn cynnig rhesymau ond mewn modd adroddiadol yn unig, megis: \u2018Gofynnais i'r derbynnydd aildrefnu gyda\u2019r claf oherwydd fy mod i\u2019n hwyr.\u2019 Byddai adroddiad boddhaol hefyd yn cynnwys myfyrdod deialogaidd lle mae'r awdur yn myfyrio ar y rhesymau ac yn ystyried dewisiadau eraill, gan ddefnyddio ymadroddion megis 'efallai\u2026', 'tybed...' ac 'efallai\u2026'. Yn olaf, byddai adroddiad teilwng yn cynnwys myfyrdod beirniadol yn bennaf, gan ystyried cyd-destun cymdeithasol y digwyddiadau a'r penderfyniadau a wnaed. Byddai'n s\u00f4n, er enghraifft, am rolau, perthnasoedd, rhyw ac ethnigrwydd.<\/p>\n<p class=\"MsoNormal\"><span style=\"text-decoration: underline\">Lefel ymchwilio<\/span>: byddai adroddiad gwael yn ddisgrifiadol yn unig ac ni fyddai'n ystyried ffactorau eraill. Byddai adroddiad sy\u2019n methu yn or-ddisgrifiadol neu'n rhy hirfaith ar draul ffactorau dylanwadol a ffactorau eraill. Byddai adroddiad boddhaol yn cynnwys disgrifiad byr ac yn ystyried ffactorau dylanwadol ac amgen. Byddai adroddiad teilwng yn gwneud yr un peth, ond byddai hefyd yn ystyried pwyntiau dysgu clir ac eglur.<\/p>\n<p class=\"MsoNormal\"><span style=\"text-decoration: underline\">Fframiau cyfeirio<\/span>: ni fyddai adroddiad gwael yn ystyried fframiau cyfeirio eraill ac ni fyddai'n cymryd cam yn \u00f4l o'r sefyllfa. Byddai'n cael ei ysgrifennu o safbwynt yr arsylwr yn unig. Byddai adroddiad sy'n methu yn rhoi m\u00e2n ystyriaeth i fframiau cyfeirio yn unig. Byddai adroddiad boddhaol yn ystyried fframiau cyfeirio ar gyfer y rhan fwyaf o\u2019r digwyddiadau, a byddai adroddiad teilwng yn dangos yn glir bod fframiau cyfeirio wedi cael eu hystyried ar gyfer yr holl ddigwyddiadau yn ystod y cyfarfod clinigol.<\/p>\n<p class=\"MsoNormal\">Gwellodd sgoriau Kappa rhwng graddau myfyrwyr a staff bob blwyddyn, gan gyrraedd 0.677 ar gyfer y garfan ddiwethaf (n = 110; gwall safonol 0.093; p &lt; 0.000).<\/p>\n<p class=\"MsoNormal\"><strong>Pa wersi a gafodd eu dysgu?<\/strong><\/p>\n<p class=\"MsoNormal\">Dywedodd myfyrwyr a staff fod y matrics wedi eu helpu i ddeall y broses fyfyrio. Pan gyhoeddwyd y matrics ymlaen llaw, gostyngodd cyfraddau methiant o tua 15% i 2%. Rhoddodd yr holl unigolion a fethodd ag ysgrifennu adroddiad boddhaol radd \u2018boddhaol\u2019 iddyn nhw eu hunain; rhaid i\u2019r myfyrwyr hyn gael eu nodi ar gyfer tiwtora pellach. Roedd athrawon clinigol a hyfforddwyr clinigol \u00f4l-raddedig o'r farn bod y matrics yn ddefnyddiol ar gyfer datblygu sgiliau myfyriol ac asesu lefel y myfyrio mewn adroddiad yn gyflym. Dangoswyd bod y matrics graddio yn offeryn dilys a dibynadwy.<\/p>\n<p class=\"MsoNormal\">Dyma'r <a href=\"https:\/\/cf.sharepoint.com\/:b:\/t\/CurriculumDevelopment-ToolkitOwners\/EZn_Vz8MBplAjf2FbMaIc8MBAFn7QwyKFOIEmiugJkxcOg?e=LVTRx4\" target=\"_blank\" rel=\"noopener\">Matrics asesu<\/a><\/p>\n            <\/div>\n        <\/div> \n\n    \n<hr \/>\n<h2 id=\"section3\">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-co-creation-in-assessment-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> Darllen mwy<\/h2> <div class=\"accordion-section-body collapse \" id=\"content-co-creation-in-assessment-deeper-dive-cy-1\"><ul>\n<li>Mae'r dudalen hon, gan Brifysgol Bournemouth, yn disgrifio'r cyd-greu tasgau asesu a gymhwyswyd i ddau o'u modiwlau, yn ogystal \u00e2'r gwersi a ddysgwyd o hyn - gan gynnwys nad oes dull 'un maint i bawb' yn bosibl!<\/li>\n<li>Darllenwch yma am brosiect ym Mhrifysgol Cumbria lle\u2019r oedd staff a myfyrwyr yn cyd-greu meini prawf asesu, gan ddod i\u2019r casgliad bod y fersiwn staff yn rhy gymhleth, gan ddefnyddio disgwrs academaidd, a fersiwn y myfyrwyr yn rhy syml, a bod angen gwneud y meini prawf yn hygyrch i fyfyrwyr - gan ystyried y cwestiwn, 'Ar gyfer pwy mae'r [meini prawf] hyn wedi'u creu?'<\/li>\n<li>Mae dull cyd-greu o wella asesu ac adborth yn strategol mewn Nyrsio a Bydwreigiaeth o Gynhadledd Addysgu a Dysgu AdvanceHE 2019 ar gael yma.<\/li>\n<li>Mae'r fideos canlynol yn rhoi gwybodaeth ddefnyddiol am ddefnyddio myfyrwyr fel partneriaid wrth gyd-greu asesu.<\/li>\n<\/ul>\n<h4>Cathy Bovill \u2013 Partneriaethau Myfyrwyr mewn Asesu: Sesiwn 1A<iframe loading=\"lazy\" title=\"Student Partnerships in Assessment: Session 1A\" src=\"https:\/\/www.youtube.com\/embed\/X6WeA-M0jgk?feature=oembed\" width=\"1063\" height=\"598\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/h4>\n<h4>Cathy Bovill \u2013 Partneriaethau Myfyrwyr mewn Asesu: Sesiwn 1B<iframe loading=\"lazy\" title=\"YouTube video player\" src=\"https:\/\/www.youtube.com\/embed\/rXvQY85B7Jc?si=Zz4KGCM-zPx9l5cf\" width=\"1063\" height=\"598\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/h4>\n<h4>Sesiwn 2: Kelly Matthews<\/h4>\n<p><iframe loading=\"lazy\" title=\"YouTube video player\" src=\"https:\/\/www.youtube.com\/embed\/x08ZKeTBleU?si=ff8ZX28ulO6O_Ifi\" width=\"1063\" height=\"598\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<p>&nbsp;<\/p>\n<\/div> <\/div><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-co-creation-in-assessment-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> Cyfeiriadau <\/h2> <div class=\"accordion-section-body collapse \" id=\"content-co-creation-in-assessment-deeper-dive-cy-2\"><p>Bovill, C. (2020). Co-creation in learning and teaching: the case for a whole-class approach in higher education. Higher Education 79 (1).<\/p>\n<p>Prifysgol Northumbria (2019). A co-creation approach to strategic enhancement of assessment and feedback in nursing and midwifery: designing assessment support materials with students. Available at: <a href=\"https:\/\/www.advance-he.ac.uk\/knowledge-hub\/teaching-and-learning-conference-2019-co-creation-approach-strategic-enhancement-0\">Teaching and Learning Conference 2019: A co-creation approach to strategic enhancement of assessment and feedback in Nursing and Midwifery | Advance HE (advance-he.ac.uk)<\/a> [Accessed:18 July 2022].<\/p>\n<\/div> <\/div><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-co-creation-in-assessment-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> Rhannwch eich Adborth <\/h2> <div class=\"accordion-section-body collapse \" id=\"content-co-creation-in-assessment-deeper-dive-cy-3\"><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-co-creation-in-assessment-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> Ble Nesaf? <\/h2> <div class=\"accordion-section-body collapse \" id=\"content-co-creation-in-assessment-deeper-dive-cy-4\"><p>Dewiswch un o\u2019r tudalennau hyn sy\u2019n gysylltiedig \u00e2\u2019r un hon:<br \/>\n<a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/cy\/egwyddorion-allweddol\/egwyddor-3-partneriaeth-a-chyd-greu\/\">Egwyddor 3: Partneriaeth a Chyd-greu<\/a><br \/>\n<a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/cy\/egwyddorion-allweddol\/egwyddor-5-asesu-syn-gyfystyr-a-dysgu\/adborth\/\">Adborth<\/a><br \/>\n<a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/cy\/gwella-dysgu\/\">Gwella Dysgu<\/a><br \/>\n<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><br \/>\n<a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/cy\/egwyddorion-allweddol\/egwyddor-5-asesu-syn-gyfystyr-a-dysgu\/crynodeb-o-ddulliau-asesu\/\">Crynodeb o Ddulliau Asesu<\/a><br \/>\n<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<\/div> <\/div><\/div>\n","protected":false},"excerpt":{"rendered":"Mae cymryd rhan mewn deialog gyda myfyrwyr am asesu yn hwyluso cyd-ddealltwriaeth o asesu.","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-458","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\/458","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=458"}],"version-history":[{"count":35,"href":"http:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/pages\/458\/revisions"}],"predecessor-version":[{"id":8743,"href":"http:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/pages\/458\/revisions\/8743"}],"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=458"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"http:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/categories?post=458"},{"taxonomy":"post_tag","embeddable":true,"href":"http:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/tags?post=458"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}