{"id":450,"date":"2023-07-20T10:22:08","date_gmt":"2023-07-20T09:22:08","guid":{"rendered":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/?page_id=450"},"modified":"2025-01-03T10:33:45","modified_gmt":"2025-01-03T10:33:45","slug":"asesiadau-dilys","status":"publish","type":"page","link":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/cy\/egwyddorion-allweddol\/egwyddor-5-asesu-syn-gyfystyr-a-dysgu\/asesiadau-dilys\/","title":{"rendered":"Asesiadau Dilys"},"content":{"rendered":"<figure id=\"post-6455 media-6455\" class=\"image align-none\"><img decoding=\"async\" class=\"alignright\" style=\"width: 431px;height: 246px\" src=\"http:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/files\/2024\/09\/Screenshot-2024-09-25-at-12.04.33.png\" alt=\"image representing authentic assessment\" \/><\/figure>\n<h2>Dechrau arni<\/h2>\n<p>Un o\u2019r pethau mwyaf dylanwadol y gallwch ei wneud i gynyddu gwerth a pherthnasedd y ffordd y caiff myfyrwyr eu hasesu yw cyflwyno elfennau o ddilysrwydd. Yn fyr, gellir disgrifio asesiadau fel rhai dilys pan fyddant yn adlewyrchu gweithgareddau y gall myfyrwyr eu hwynebu mewn lleoliadau gwaith yn y dyfodol.<\/p>\n<p>Mae\u2019r dudalen hon wedi\u2019i strwythuro i roi mynediad cyflym i chi at syniadau ac ysbrydoliaeth, ac mae wedi\u2019i rhannu\u2019n adrannau canlynol:<\/p>\n<h3><a href=\"#section1\">Egwyddorion asesiad dilys<\/a><\/h3>\n<h3><a href=\"#section2\">Manteision asesiad dilys<\/a><\/h3>\n<h3><a href=\"#section3\">Pedwar ystyriaeth wrth greu dilysrwydd mewn asesu<\/a><\/h3>\n<h3><a href=\"#section4\">Dylunio dysgu ac asesiad dilys<\/a><\/h3>\n<h3><a href=\"#section5\">Astudiaethau achos ac ysbrydoliaeth asesiad dilys<\/a><\/h3>\n<hr \/>\n<h3 id=\"section1\">Egwyddorion asesiad dilys<\/h3>\n<p>Yn ogystal \u00e2 darparu cyd-destunau dilys sy\u2019n adlewyrchu\u2019r ffordd y bydd gwybodaeth yn cael ei defnyddio mewn bywyd go iawn, a darparu tasgau a gweithgareddau dilys, mae Harrington et al. (2014) yn awgrymu y bydd asesu dilys yn:<\/p>\n<ol>\n<li>Darparu mynediad at berfformiadau arbenigol<\/li>\n<li>Darparu rolau a safbwyntiau lluosog<\/li>\n<li>Cefnogi adeiladu cydweithredol o wybodaeth<\/li>\n<li>Hyrwyddo myfyrio i alluogi ffurfio haniaethau<\/li>\n<li>Hyrwyddo mynegiant i alluogi gwybodaeth dawel i ddod yn amlwg<\/li>\n<li>Darparu hyfforddiant a chefnogaeth<\/li>\n<\/ol>\n<p>Mae\u2019r egwyddorion hyn yn ein hannog i ystyried gwaith gr\u0175p (gweler T\u00eem Gwaith), tasgau myfyriol, a chynnwys rhanddeiliaid allanol.<\/p>\n<hr \/>\n<h3 id=\"section2\">Manteision asesiad dilys<\/h3>\n<ul>\n<li>Mae gwneud asesu yn fwy dilys yn annog myfyrwyr i ymgysylltu mwy ag asesu ac iddynt ddatblygu set sgiliau well na trwy ddulliau mwy traddodiadol<\/li>\n<li>Gallant fodloni gofynion rhanddeiliaid allanol fel diwydiant a&#8217;r cyrff proffesiynol ar gyfer addysg uwch i gynnig cyrsiau mwy perthnasol a gwella cyflogadwyedd grad dedigion gan gynnwys datblygu sgiliau trosglwyddadwy<\/li>\n<li>Ar y cyfan, maent yn dangos aliniad clir rhwng y deilliannau dysgu dymunol, cynnwys y cwricwlwm, a gwybodaeth ac ymwybyddiaeth sy&#8217;n seiliedig ar yrfa yn y dyfodol, e.e. byddai asesiad dilys ar gyfer cwrs peirianneg yn dangos gallu myfyriwr i feddwl a datrys problemau mewn ffyrdd sy&#8217;n debyg i sut y byddai arbenigwyr ym maes peirianneg yn meddwl ac yn gweithredu<\/li>\n<li>Gall asesu sy\u2019n adlewyrchu sut y gall myfyrwyr ddefnyddio gwybodaeth ddisgyblaethol, neu \u2018asesiad dilys\u2019, neu sut y byddant yn ei defnyddio, helpu i \u2018ddileu\u2019 ll\u00ean-ladrad yn ystod y broses gynllunio<\/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><strong>Asesiad Dilys ac Addysg ar gyfer Datblygu Cynaliadwy<\/strong><\/p>\n<p>Mae perthynas agos rhwng Addysg ar gyfer Datblygu Cynaliadwy ac asesu dilys, o'r profion a ddefnyddir mewn cyfarwyddyd sy'n cefnogi Addysg ar gyfer Datblygu Cynaliadwy, yn \u00f4l astudiaeth Armstrong (2011). Roedd gwaith adfyfyriol, adolygiad gan gymheiriaid, mapio gwybyddol, trafodaethau ac asesiad ailadroddus rhwng hyfforddwyr a myfyrwyr wedi\u2019u cynnwys yn yr adolygiad (Landorf et al., 2008).<\/p>\n            <\/div>\n        <\/div> \n\n    \n<hr \/>\n<h3 id=\"section3\">Pedwar ystyriaeth wrth greu dilysrwydd mewn asesu<\/h3>\n<div class=\"accordion accordion-accessible\"><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-authentic-assessments-four-considerations-in-creating-authentic-assessments-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> Ystyriaeth 1<\/h2> <div class=\"accordion-section-body collapse \" id=\"content-authentic-assessments-four-considerations-in-creating-authentic-assessments-cy-1\"><p>Efallai y byddwch am ystyried sut mae'ch asesiad yn ymgorffori unrhyw\/holl <a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/cy\/trosolwg-or-themau\/cyflogadwyedd\/rhinweddau-graddedigion\/\" target=\"_blank\" rel=\"noopener\">rinweddau graddedigion<\/a>\u00a0neu sut mae'n cyd-fynd \u00e2 <a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/cy\/datblygu-rhaglen\/deilliannau-dysgur-rhaglen\/\" target=\"_blank\" rel=\"noopener\">Deilliannau Dysgu eich Rhaglen<\/a> mewn perthynas \u00e2 nodau dysgu gydol oes.<\/p>\n<\/div> <\/div><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-authentic-assessments-four-considerations-in-creating-authentic-assessments-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> Ystyriaeth 2<\/h2> <div class=\"accordion-section-body collapse \" id=\"content-authentic-assessments-four-considerations-in-creating-authentic-assessments-cy-2\"><p>Ystyriwch sefyllfaoedd gwaith go iawn neu sefyllfaoedd go iawn \u2013 gall y rhain weithredu fel dirprwy ar gyfer perfformiad proffesiynol.<\/p>\n<\/div> <\/div><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-authentic-assessments-four-considerations-in-creating-authentic-assessments-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> Ystyriaeth 3<\/h2> <div class=\"accordion-section-body collapse \" id=\"content-authentic-assessments-four-considerations-in-creating-authentic-assessments-cy-3\"><p>Ystyriwch gyfranogiad trydydd parti ar ffurf cleientiaid, cyflogwyr, cydweithwyr o\u2019r un proffesiwn neu o broffesiwn arall, a\/neu athrawon allanol sy\u2019n adolygu ac yn gwerthuso perfformiad y myfyrwyr.<\/p>\n<\/div> <\/div><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-authentic-assessments-four-considerations-in-creating-authentic-assessments-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> Ystyriaeth 4<\/h2> <div class=\"accordion-section-body collapse \" id=\"content-authentic-assessments-four-considerations-in-creating-authentic-assessments-cy-4\"><p>Ystyriwch sut y gellir defnyddio asesu dilys i ddatblygu gallu gwybyddol myfyrwyr i farnu, penderfynu, beirniadu, awgrymu, dylunio, arloesi, cynnig neu ddyfeisio.<\/p>\n<\/div> <\/div><\/div>\n<hr \/>\n<h3 id=\"section4\">Dylunio dysgu ac asesiad dilys<\/h3>\n<p>Hyd yn oed os yw eich asesiadau eisoes wedi\u2019u pennu ymlaen llaw, gallwch barhau i\u2019w hannog i fod yn fwy dilys yn ystod y cam <a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/cy\/dylunio-dysgu-a-pharatoi-i-addasu\/\" target=\"_blank\" rel=\"noopener\">Dylunio Dysgu<\/a>. Hyd yn oed os ydych eisoes wedi ystyried wrth ddatblygu eich rhaglen sut y bydd eich dewis asesu yn caniat\u00e1u dilysrwydd, mae gwaith i&#8217;w wneud o hyd ar y cam hwn i sicrhau eich bod yn dod ag ef yn fyw mewn ffordd ystyrlon.<\/p>\n<p>Cliciwch ar y dewisiadau isod i archwilio sut y gallech chi wthio asesiadau presennol tuag at fod yn fwy dilys, ac am rai awgrymiadau ymarferol ar gyfer dod \u00e2&#8217;r dilysrwydd hwnnw&#8217;n fyw yn eich addysgu.<\/p>\n<div class=\"accordion accordion-accessible\"><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-authentic-assessment-i-want-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> Rwyf am i'm hasesiad gynnwys elfennau o'r byd go iawn<\/h2> <div class=\"accordion-section-body collapse \" id=\"content-authentic-assessment-i-want-cy-1\"><p>Gall traethodau traddodiadol sy\u2019n seiliedig ar gynnwys fod yn dargedau hawdd i felinau traethodau, generaduron testun AI, ll\u00ean-ladrad, a chydweithio. Mae hefyd yn bwysig cofio eu bod yn darparu ychydig o sgiliau trosglwyddadwy i fyfyrwyr y tu allan i\u2019r byd academaidd. Felly, gall newid ffocws asesiad i rywbeth cymhwysol, lleol ac adfyfyriol sicrhau bod myfyrwyr a staff yn cael y gorau o\u2019r darn.<\/p>\n<p>Isod mae enghraifft o sut y gellir trawsnewid asesiadau ysgrifenedig, <a href=\"https:\/\/cf.sharepoint.com\/:w:\/t\/CurriculumDevelopment-WS2-Contentandresources\/EStbOMP3pJxDohkF7CHPOoQBHIb1ONn6cAXoKT7_3VifCQ?e=7miFNQ\" target=\"_blank\" rel=\"noopener\">o waith Sally Brown a Kay Sambell<\/a>:<\/p>\n<p style=\"text-align: center;\"><strong><u>Cwestiwn arholiad \/ traethawd traddodiadol nodweddiadol<\/u><\/strong><\/p>\n<p style=\"text-align: center;\">Beth yw\u2019r prif agweddau ymarferol y mae angen eu hystyried yn ystod cam cynllunio arolwg geoffisegol alltraeth ar gyfer datblygiad peirianneg alltraeth arfaethedig?<\/p>\n<p style=\"text-align: center;\"><strong><u>Dewis arall ar gyfer asesiad dilys \u2013 Ymarfer Dogfen Dendro Dechnegol<\/u><\/strong><\/p>\n<p style=\"text-align: center;\">Amcan yr ymarfer hwn yw llunio'r ddogfen dechnegol y gallai cwmni arolwg alltraeth ei chyflwyno i gleient (cwmni ynni) er mwyn ceisio ennill contract. Rydych chi'n cymryd r\u00f4l y cwmni arolygu. Byddai\u2019r ddogfen dechnegol fel arfer yn rhan o \u201cddogfen dendro\u201d ehangach a fyddai hefyd yn cynnwys rhannau ariannol a chontractiol, fel arfer. Nid yw'r rhannau olaf hyn yn rhan o'r ymarfer asesu.<\/p>\n<p>Bydd llawer o'r gwaith a wneir yn y dosbarth yn ymwneud \u00e2 helpu myfyrwyr i ddatblygu'r sgiliau byd go iawn i ddechrau gweithio tuag at eu hasesiad: gyda sgaffaldiau, trafodaeth am sut beth yw \u2018da\u2019 yn seiliedig ar enghreifftiau o'r byd go iawn, ac adborth.<\/p>\n<p> \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>Mae sicrhau bod asesiadau\u2019n glir, yn gefnogol, ac yn cysylltu\u2019n bwrpasol \u00e2 phrofiadau\u2019r byd go iawn yn allweddol wrth ddylunio asesiadau cynaliadwy.\u202fDylai asesiadau gefnogi'r dysgwr i arddangos a datblygu ei wybodaeth mewn ffordd sy'n cefnogi ei ddilyniant parhaus ar gyfer dysgu gydol oes.\u202fDylai hyn gynnwys asesu ffurfiannol drwy gydol y modiwl a sicrhau bod amser i fyfyrwyr fyfyrio ar eu dysgu a\u2019u dilyniant eu hunain (metawybyddiaeth). Lle bo hynny'n bosibl gall hyn gynnwys myfyrwyr yn cyd-greu asesiadau.<\/p>\n            <\/div>\n        <\/div> \n\n    <\/p>\n<\/div> <\/div><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-authentic-assessment-i-want-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> Rwyf am gynnwys cyflogwyr\/rhanddeiliaid wrth ddylunio dysgu<\/h2> <div class=\"accordion-section-body collapse \" id=\"content-authentic-assessment-i-want-cy-2\"><p>Gellid cynnwys cyflogwyr\/rhanddeiliaid mewn nifer o ffyrdd yn ystod y cyfnod dylunio dysgu, gan gynnwys:<\/p>\n<ul>\n<li>Helpu i ddylunio\u2019r asesiad (gan gynnwys rhoi cyd-destun lleol neu roi briff go iawn ar gyfer rhywbeth sydd ei angen ar eu cwmni)<\/li>\n<li>Helpu i ddylunio'r meini prawf asesu<\/li>\n<li>Darparu enghreifftiau go iawn<\/li>\n<li>Darparu deunyddiau dysgu, fel astudiaethau achos neu fyfyrdodau fideo ar bwnc<\/li>\n<li>Darparu darlithoedd neu gymryd rhan mewn sesiynau holi ac ateb<\/li>\n<li>Rhoi adborth ffurfiannol<\/li>\n<li>Bod yn bresennol yn ystod asesiadau crynodol \u2013 er enghraifft, gofyn cwestiynau yn ystod cynnig neu gyflwyniad<\/li>\n<\/ul>\n<p>Bydd pa rai, os o gwbl, o'r rhain a ddewiswch yn dibynnu ar natur y ddisgyblaeth a ph'un a oes rhaid i chi feithrin perthynas newydd \u00e2 rhanddeiliaid. Ar gyfer disgyblaethau sy\u2019n llai cysylltiedig \u00e2 llwybr cyflogaeth penodol, bydd yn werth archwilio sut y gellid cymhwyso\u2019r sgiliau a ddatblygir i lwybrau eraill: mae darparu adborth a chyfleoedd i fyfyrwyr fyfyrio ar ddatblygiad parhaus eu <a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/cy\/trosolwg-or-themau\/cyflogadwyedd\/rhinweddau-graddedigion\/\">rhinweddau graddedigion<\/a> yn darparu ffordd ystyrlon o wneud hyn.<\/p>\n<\/div> <\/div><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-authentic-assessment-i-want-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> Rwyf am ailddylunio asesiadau presennol i fod yn fwy dilys:<\/h2> <div class=\"accordion-section-body collapse \" id=\"content-authentic-assessment-i-want-cy-3\"><p>Mae Lydia Arnold wedi datblygu <a href=\"https:\/\/lydia-arnold.com\/2021\/04\/08\/authentic-assessment-top-reflective-trumps-cards\/\">g\u00eam arddull \u2018Top Trumps\u2019<\/a> hynod ddifyr, werthusol a hwyliog yn seiliedig ar waith Ashford-Rowe, Herrington a Brown (2014) fel y meini prawf ar gyfer disodli\u2019r mathau eraill o asesiadau dilys. Nid yn unig y mae'r rhain yn hwyl, mae yna enghreifftiau diriaethol o asesiadau dilys ynddynt. Mae yna gardiau gwag hefyd, felly gallwch chi roi eich asesiadau eich hun i'r testun yn erbyn yr enghreifftiau.<\/p>\n<p> \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>Gall adeiladu dewis i fyfyrwyr o ran pwnc neu ddull fod yn ffordd hawdd o wneud asesiadau yn fwy deniadol i fyfyrwyr, yn fwy diddorol i'w marcio, ac yn fwy cynhwysol.<\/p>\n            <\/div>\n        <\/div> \n\n    <\/p>\n<\/div> <\/div><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-authentic-assessment-i-want-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> Rwyf am annog dulliau mwy gweithredol a dilys<\/h2> <div class=\"accordion-section-body collapse \" id=\"content-authentic-assessment-i-want-cy-4\"><ul>\n<li>Os nad ydych mewn sefyllfa i ailddylunio dull asesu cyfan, yna symudwch tuag at asesiadau dilys trwy newid un dasg ar y tro neu agwedd ar dasg<\/li>\n<li>Dyfeisiwch dasg a fydd yn rhoi \u2018prosiect\u2019 realistig i'ch myfyrwyr a gwnewch yn si\u0175r bod ganddynt amser i gynllunio, casglu'r wybodaeth angenrheidiol, adolygu a hunanasesu<\/li>\n<li>Sicrhewch bob amser fod myfyrwyr yn glir ynghylch yr hyn a ddisgwylir ganddynt o ran y prosesau a'r canlyniadau<\/li>\n<li>Gallech hefyd gynnwys myfyrwyr wrth <a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/cy\/egwyddorion-allweddol\/egwyddor-5-asesu-syn-gyfystyr-a-dysgu\/cyd-greu-mewn-asesiadau\/#section2\">ddatblygu'r meini prawf asesu<\/a>.<\/li>\n<\/ul>\n<p> \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\" gradientUnits=\"userSpaceOnUse\" gradientTransform=\"translate(0 0)\"><stop id=\"etZNF97Wf1q4-fill-0\" offset=\"0%\" stop-color=\"#02beff\"\/><stop id=\"etZNF97Wf1q4-fill-1\" offset=\"100%\" stop-color=\"#009dc1\"\/><\/linearGradient><linearGradient 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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 class=\"MsoNormal\"><span lang=\"CY\">Gall adeiladu dewis i fyfyrwyr o ran pwnc neu ddull fod yn ffordd hawdd o wneud asesiadau yn fwy deniadol i fyfyrwyr, yn fwy diddorol i'w marcio, ac yn fwy cynhwysol.<\/span><\/p>\n            <\/div>\n        <\/div> \n\n    <\/p>\n<\/div> <\/div><\/div>\n<p><strong>Pwyntiau Myfyrio<\/strong><\/p>\n<p>Cymhwyswyd yr wyth cwestiwn critigol yn effeithiol i ffurfio fframwaith hewristig i arwain dyluniad a datblygiad gweithgaredd asesu dilys gan Ashford-Rowe, K., Herrington, J., a Brown, C. (2014). Efallai y gallent eich helpu i gynllunio neu werthuso dilysrwydd eich asesiadau eich hun a&#8217;r gweithgareddau dysgu y mae myfyrwyr yn eu cyflawni wrth iddynt weithio tuag atynt.<\/p>\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>8 Cwestiwn Myfyriol Defnyddiol<\/h3>                <ul>\n<li>I ba raddau mae'r gweithgaredd asesu yn herio'r myfyriwr a aseswyd?<\/li>\n<li>A oes angen perfformiad, neu gynnyrch, fel canlyniad asesiad terfynol?<\/li>\n<li>A yw'r gweithgaredd asesu yn ei gwneud yn ofynnol i ddysgu gael ei drosglwyddo trwy ddangos sg\u00ecl?<\/li>\n<li>A yw'r gweithgaredd asesu yn ei gwneud yn ofynnol i fetawybyddiaeth gael ei dangos, trwy fyfyrio beirniadol, hunanasesu neu werthuso?<\/li>\n<li>A yw'r asesiad yn gofyn am gynnyrch neu berfformiad a allai gael ei gydnabod yn ddilys gan gleient neu randdeiliad?<\/li>\n<li>A oes angen cywirdeb yn yr amgylchedd asesu? A'r offer asesu (gwirioneddol neu efelychiadol)?<\/li>\n<li>A oes angen trafodaeth ac adborth ar y gweithgaredd asesu?<\/li>\n<li>A yw'r gweithgaredd asesu yn gofyn i fyfyrwyr gydweithio?<\/li>\n<\/ul>\n            <\/div>\n        <\/div> \n\n    \n<hr \/>\n<h3 id=\"section5\">Astudiaethau achos ac ysbrydoliaeth asesiad dilys<\/h3>\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>Gweithgaredd<\/h3>                <p>Dewiswch astudiaeth achos isod o amgylch y DU a thramor sy'n gysylltiedig \u00e2'ch maes disgyblaeth. Ewch i'r Sway a darllenwch am yr astudiaeth achos. Gweithiwch drwy'r cwestiynau trafod.<\/p>\n<p><a href=\"https:\/\/sway.cloud.microsoft\/s\/QgN8RkAzoovdd6oP\/embed\" target=\"_blank\" rel=\"noopener\">Iaith Academaidd mewn Cyd-destun (Saesneg Lefel Sylfaen at Ddibenion Academaidd)<\/a><\/p>\n<p><a href=\"https:\/\/sway.cloud.microsoft\/s\/aJe224ni2kAZ3oI0\/embed\" target=\"_blank\" rel=\"noopener\">Astudiaeth Achos AI: Technolegau Aflonyddgar a'r Gyfraith<\/a><\/p>\n<p><a href=\"https:\/\/sway.cloud.microsoft\/s\/MhsqviEREdw24Vpn\/embed\" target=\"_blank\" rel=\"noopener\">Ymarfer Dylunio a Diwydiant<\/a><\/p>\n<p><a href=\"https:\/\/sway.cloud.microsoft\/s\/ZIl0tRmJqnG2saAx\/embed\" target=\"_blank\" rel=\"noopener\">Prosiect Cyfieithu<\/a><\/p>\n<p><a href=\"https:\/\/sway.cloud.microsoft\/s\/rlRL5ucxm7Hz7akq\/embed\" target=\"_blank\" rel=\"noopener\">Hanes Llafar a Chof<\/a><\/p>\n<p><a href=\"https:\/\/sway.cloud.microsoft\/s\/KvqHQXi8Q2kpqVEM\/embed\" target=\"_blank\" rel=\"noopener\">Menter ac Arloesi<\/a><\/p>\n<p><a href=\"https:\/\/sway.cloud.microsoft\/s\/kY6IM4gmpyuxtifX\/embed\" target=\"_blank\" rel=\"noopener\">Ysgrifennu'r Celfyddydau a'r Dyniaethau<\/a><\/p>\n<p><a href=\"https:\/\/sway.cloud.microsoft\/s\/R5kgwAydZAGfQ1U6\/embed\" target=\"_blank\" rel=\"noopener\">Trafod y Celfyddydau a'r Dyniaethau<\/a><\/p>\n<p><a href=\"https:\/\/sway.cloud.microsoft\/s\/BNluehpEcMt3hnmo\/embed\" target=\"_blank\" rel=\"noopener\">Prosiect T\u00eem Ffiseg<\/a><\/p>\n            <\/div>\n        <\/div> \n\n    \n<p><strong>Enghreifftiau Prifysgol Caerdydd<\/strong><\/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>Cardiff University Case Study 1<\/h3>                <p>Mae Dr Esther Wright yn SHARE yn disgrifio'r modiwl 'Gemau Digidol ac Ymarfer Hanes\u2019 fel un sy'n deillio o'r uchelgais i bontio'r bwlch rhwng diddordeb myfyrwyr mewn gemau fideo \u00e2 them\u00e2u hanesyddol a'u hastudiaeth academaidd o hanes. Wedi'i gynllunio i archwilio sut mae gemau'n cynrychioli'r gorffennol ac yn llunio dadleuon hanesyddol, mae'r modiwl yn annog dadansoddi beirniadol a chymhwyso sgiliau ymchwil yn greadigol.<\/p>\n            <\/div>\n        <\/div> \n\n    \n<figure id=\"post-6470 media-6470\" class=\"image align-none\"><img decoding=\"async\" class=\"alignright\" style=\"width: 251px;height: 262px\" src=\"http:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/files\/2024\/09\/Screenshot-2024-09-25-at-18.40.20-1.png\" alt=\"\" \/><\/figure>\n<p>Mae&#8217;r asesiad yn cynnwys Erthygl Beirniadaeth G\u00eam a Phortffolio Gr\u0175p Cysyniad G\u00eam, sy&#8217;n galluogi myfyrwyr i ymgysylltu \u00e2 gemau&#8217;n feirniadol a datblygu cysyniadau g\u00eam ddigidol yn seiliedig ar ymchwil hanesyddol. Mae&#8217;r modiwl yn integreiddio gweithdai theori ac ymarferol, gan annog myfyrwyr i gymhwyso fframweithiau damcaniaethol i&#8217;w hymdrechion creadigol.<\/p>\n<p>Mae cynlluniau ar gyfer y dyfodol yn cynnwys ymgorffori meddalwedd dylunio gemau sylfaenol i alluogi myfyrwyr i brototeipio eu cysyniadau tra&#8217;n cynnal ffocws ar ymchwil. Yn ogystal, mae ymdrechion ar y gweill i integreiddio dulliau seiliedig ar hanes a threftadaeth \u00e2 dylunio gemau ar lefelau cwricwlaidd ac allgyrsiol, gan adeiladu ar fentrau cydweithredol fel <a href=\"https:\/\/blogs.cardiff.ac.uk\/history-at-cardiff\/gaming-the-past-cardiff-heritage-jam\/\" target=\"_blank\" rel=\"noopener\">Jam Treftadaeth Caerdydd<\/a>.<\/p>\n<p>Mae Esther yn cynghori, &#8216;ystyriwch a oes ffyrdd o ddylunio modiwlau fel hyn sy&#8217;n caniat\u00e1u i fyfyrwyr gymhwyso eu sgiliau ymchwil a dadansoddi mwy traddodiadol mewn ffyrdd creadigol&#8217;.<\/p>\n<p>Darllenwch fwy am <a href=\"https:\/\/sway.cloud.microsoft\/s\/2w9iMNduAHZXvQk9\/embed\" target=\"_blank\" rel=\"noopener\">&#8216;Gemau Digidol ac Arfer Hanes&#8217;<\/a>.<\/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>Enghraifft 2 Prifysgol Caerdydd<\/h3>                <p>Theatr y Fforwm mewn modiwl Diogelu, gan ddefnyddio moulage (anaf ffug) ac actorion i efelychu sefyllfaoedd trais ar sail anrhydedd fel rhan o'r rhaglen Nyrsio Iechyd Cyhoeddus Cymunedol Arbenigol \u00f4l-raddedig, gan hyfforddi nyrsys a bydwragedd i ddod yn ymwelwyr iechyd.<\/p>\n<p>Mae Christine Munro a Claire Hawker yn disgrifio prosiect efelychu cymunedol ar gyfer addysg nyrsys, gan ddefnyddio fideo i efelychu ymweliadau cartref trwy gyflogi actorion a chwmni cynhyrchu mewn partneriaeth \u00e2 thair prifysgol dramor.<\/p>\n<p>Mae Dai John yn disgrifio sesiynau ymgynghori \u00e2 chleifion ar gyfer myfyrwyr fferylliaeth, lle mae'n chwarae\u2019r claf, ac yn rhoi adborth ar unwaith. Rhennir yr holl adborth myfyrwyr ar gyfer dysgu gan gyfoedion. Gwneir hyn wrth baratoi ar gyfer OSCE mewn hanes meddyginiaethau gydag actor.<\/p>\n<p>Mae Dr Liz Metcalf, Cyfarwyddwr Asesiadau yn yr Ysgol Feddygaeth, yn disgrifio defnyddio chwarae r\u00f4l mewn asesu clinigol, wrth baratoi ar gyfer ISCEs, gan ddefnyddio actorion a chleifion go iawn, ac mae'n cynnwys darparu cyflogaeth i actorion gydag anableddau dysgu.<\/p>\n<p>Mae Emma Pope yn disgrifio modiwl theori ac ymarfer integredig trydedd flwyddyn, lle mae rhan o'r asesiad yn brofiad bywyd go iawn o glinig adolygu radiotherapi, lle mae myfyrwyr yn rhoi cyngor, gwrando ar gleifion go iawn ac yn rhyngweithio \u00e2 nhw, i baratoi i brofi eu sgiliau cyfathrebu a'u gallu i roi cyngor priodol a pherthnasol. Mae myfyrwyr yn cael adborth parhaus gan gyfoedion trwy fyfyrwyr sy'n gweithio mewn triadau, a chyda chytundebau cyfrinachedd. Maent hefyd yn cael adborth tiwtor, ac mae'r tiwtor yn aml yn chwarae r\u00f4l y claf.<\/p>\n            <\/div>\n        <\/div> \n\n    \n\n<!-- iframe plugin v.6.0 wordpress.org\/plugins\/iframe\/ -->\n<iframe loading=\"lazy\" class=\"image w-100%\" src=\"https:\/\/www.youtube.com\/embed\/4aaY8l50ELo?si=0glHjqLPtrXPx2WO\" width=\"560\" height=\"315\" scrolling=\"yes\" frameborder=\"0\"><\/iframe>\n\n<p> \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>Enghraifft 3 Prifysgol Caerdydd<\/h3>                <p>Yn y fideo hwn, mae Dr Catherine Gliddon yn s\u00f4n am y gystadleuaeth traethawd ymchwil tri munud fel gwaith cwrs dilys. Mae'n rhaid i fyfyrwyr PhD y flwyddyn olaf gyfleu eu traethawd ymchwil i gynulleidfa gyhoeddus gyffredinol, gan ddefnyddio un sleid PowerPoint a dim animeiddio. Y syniad yw ei bod yn bwysig hyfforddi gwyddonwyr i fod yn well cyfathrebwyr i'r cyhoedd oherwydd bydd dealltwriaeth y cyhoedd o wyddoniaeth yn dylanwadu ar gyllid gwyddoniaeth a pholisi'r llywodraeth.<\/p>\n            <\/div>\n        <\/div> \n\n    <br \/>\n\n<!-- iframe plugin v.6.0 wordpress.org\/plugins\/iframe\/ -->\n<iframe loading=\"lazy\" class=\"image w-100%\" src=\"https:\/\/www.youtube.com\/embed\/XGFn54dv0Yg?si=Wga2B8O9gt1Pg5_X\" width=\"560\" height=\"315\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\" scrolling=\"yes\"><\/iframe>\n<\/p>\n<p>&nbsp;<\/p>\n<h3>Enghraifft 4 Prifysgol Caerdydd<\/h3>\n\n<!-- iframe plugin v.6.0 wordpress.org\/plugins\/iframe\/ -->\n<iframe loading=\"lazy\" class=\"image w-100%\" src=\"https:\/\/cardiff.cloud.panopto.eu\/Panopto\/Pages\/Viewer.aspx?id=58a9dbe2-ca35-488c-8a2c-b07c008960c7\" width=\"100%\" height=\"500\" scrolling=\"yes\" frameborder=\"0\"><\/iframe>\n\n<hr \/>\n<h2>Archwilio&#8217;n 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-authentic-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> Cyfeiriadau<\/h2> <div class=\"accordion-section-body collapse \" id=\"content-authentic-assessment-deeper-dive-cy-1\"><p>Armstrong, C.M. (2011). Implementing Education for Sustainable Development: The Potential Use of Time-Honored Pedagogical Practice from the Progressive Era of Education. Journal of Sustainability Education, 2.<\/p>\n<p>Herrington, J., Parker, J. &amp; Boase-Jelinek, D. (2014). Connected authentic learning: Reflection and intentional learning. Australian Journal of Education, 58(1), pp. 23\u201335.<\/p>\n<p>Landorf, H., Doscher, S., &amp; Rocco, T. (2008). Education for sustainable human development. Theory and Research Education, 6(2), 221-236.<\/p>\n<\/div> <\/div><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-authentic-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> Adnoddau Pellach<\/h2> <div class=\"accordion-section-body collapse \" id=\"content-authentic-assessment-deeper-dive-cy-2\"><p>Rhagor o wybodaeth ddefnyddiol:<\/p>\n<ul>\n<li><a href=\"https:\/\/www.plymouth.ac.uk\/uploads\/production\/document\/path\/10\/10105\/AUTHENTIC-ASSESSMENT_adapted_.pdf\">https:\/\/www.plymouth.ac.uk\/uploads\/production\/document\/path\/10\/10105\/AUTHENTIC-ASSESSMENT_adapted_.pdf<\/a> (Saesneg)<\/li>\n<li><a href=\"https:\/\/www.keele.ac.uk\/kiite\/curriculumdesignframework\/authenticassessment\/#reflective-prompt-questions:-authentic-assessmen\">https:\/\/www.keele.ac.uk\/kiite\/curriculumdesignframework\/authenticassessment\/#reflective-prompt-questions:-authentic-assessment<\/a> (Saesneg)<\/li>\n<li><a href=\"https:\/\/www.liverpool.ac.uk\/centre-for-innovation-in-education\/curriculum-resources\/authentic-assessment\/\">https:\/\/www.liverpool.ac.uk\/centre-for-innovation-in-education\/curriculum-resources\/authentic-assessment\/<\/a> (Saesneg)<\/li>\n<li><a href=\"https:\/\/kaysambell.wordpress.com\/supporting-the-rapid-switch-to-emergency-remote-teaching-assessment-issues\/\">https:\/\/kaysambell.wordpress.com\/supporting-the-rapid-switch-to-emergency-remote-teaching-assessment-issues\/<\/a> (Saesneg)<\/li>\n<li><a href=\"https:\/\/sally-brown.net\/kay-sambell-and-sally-brown-covid-19-assessment-collection\/\">The Coronavirus assessment collection \u2013 Sally Brown a Kay Sambell 20\/21<\/a> (Saesneg)<\/li>\n<\/ul>\n<\/div> <\/div><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-authentic-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-authentic-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-authentic-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-authentic-assessment-deeper-dive-cy-4\"><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\/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<p><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><\/p>\n<\/div> <\/div><\/div>\n","protected":false},"excerpt":{"rendered":"Asesiad sy\u2019n gofyn i fyfyrwyr ddefnyddio\u2019r un cymwyseddau, neu gyfuniad o wybodaeth, sgiliau ac agweddau, y mae angen iddynt eu cymhwyso yn y sefyllfa maen prawf mewn bywyd proffesiynol.","protected":false},"author":8903,"featured_media":0,"parent":295,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"categories":[76,74],"tags":[],"class_list":["post-450","page","type-page","status-publish","hentry","category-asesu-ac-adborth","category-cyflogadwyedd"],"meta_box":{"cu_accordion":"","cu_alert":"","cu_tabs":"","cu_quote":""},"_links":{"self":[{"href":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/pages\/450","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/users\/8903"}],"replies":[{"embeddable":true,"href":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/comments?post=450"}],"version-history":[{"count":48,"href":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/pages\/450\/revisions"}],"predecessor-version":[{"id":8847,"href":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/pages\/450\/revisions\/8847"}],"up":[{"embeddable":true,"href":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/pages\/295"}],"wp:attachment":[{"href":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/media?parent=450"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/categories?post=450"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/tags?post=450"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}