What is EXTERNAL EXAMINER? What does EXTERNAL EXAMINER mean? EXTERNAL EXAMINER meaning - EXTERNAL EXAMINER definition - EXTERNAL EXAMINER explanation. SUBSCRIBE to our Google Earth flights channel - http://www.youtube.com/channel/UC6UuCPh7GrXznZi0Hz2YQnQ?sub_confirmation=1 Source: Wikipedia.org article, adapted under https://creativecommons.org/licenses/by-sa/3.0/ license. The external examiner plays an important role in all degree level examinations in higher education in the United Kingdom. The external examiner system originated in 1832 with the establishment of the University of Durham, the first in England since Cambridge was founded 600 years earlier. Durham used Oxford examiners to assure the public that its degrees were a similar standard to Oxford's. The establishment of more universities in England from the 1880s was accompanied by a requirement that examinations be conducted by internal and external examiners. It is also found in countries whose higher education systems were developed from United Kingdom practice, or strongly influenced by it, after its introduction, including New Zealand, and India. It is one of the oldest systems of quality control within higher education. It is a requirement for all degree level examinations at British universities, and in countries operating a similar system, that at least one member of the examining board should be from a university other than the one awarding the degree (and should have no recent affiliation with it). This applies both to undergraduate examinations, where there may be hundreds or even thousands of candidates, and to postgraduate examinations including those for the PhD where a special board is convened for each candidate. ... https://www.youtube.com/watch?v=zZe1OgPxiZc

What is TYPICAL INTELLECTUAL ENGAGEMENT? What does TYPICAL INTELLECTUAL ENGAGEMENT mean? TYPICAL INTELLECTUAL ENGAGEMENT meaning - TYPICAL INTELLECTUAL ENGAGEMENT definition - TYPICAL INTELLECTUAL ENGAGEMENT explanation. SUBSCRIBE to our Google Earth flights channel - http://www.youtube.com/channel/UC6UuCPh7GrXznZi0Hz2YQnQ?sub_confirmation=1 Source: Wikipedia.org article, adapted under https://creativecommons.org/licenses/by-sa/3.0/ license. ypical intellectual engagement (TIE) is a personality construct referring to a person's enjoyment (or dislike) of intellectually demanding activities. TIE was developed to identify aspects of personality most closely related to intelligence and knowledge and measures a person's typical performance in intellectual domains rather than their maximal performance (intellectual capacity measured by IQ tests). TIE is moderately positively associated with crystallized intelligence, and with general knowledge, and predicts academic performance. TIE is hard to distinguish from the earlier construct need for cognition and is positively correlated with openness to experience. Goff and Ackerman proposed a distinction between typical and maximal performance on intellectual tasks. Traditional approaches to intelligence testing attempt to assess capacity or maximal performance and aim to minimise the impact of situational or environmental factors on test performance in order to assess the individual's full potential. Test givers and designers do acknowledge that intelligence test performance is not independent of motivational or volitional factors, as test takers are typically encouraged to "do their best" when taking intelligence tests. Personality tests in contrast to intelligence tests, focus on how a person typically behaves. Goff and Ackerman argued that this is analogous to the concept of intelligence as typical performance, that is, how a person routinely behaves when performing intellectual tasks. Goff and Ackerman argued that it is not practical or desirable to separate intellectual performance from motivational and volitional factors. The latter may be influenced by both temperamental (personality) and situational factors (e.g. incentives, interest in the task). The construct of Typical Intellectual Engagement was developed to identify the overlapping area between personality and intelligence and attempts to assess "intelligence as typical performance". Goff and Ackerman developed TIE scale items to "differentiate among individuals in their typical expression of a desire to engage and understand their world, their interest in a wide variety of things, and their preference for a complete understanding of a complex topic". TIE scales assess three facets: problem-directed thinking (e.g. "I really enjoy tasks that involve coming up with new solutions to problems"), abstract thinking (e.g. "thinking is not my idea of fun" – reverse scored), and reading (e.g. "I read a great deal"). ... https://www.youtube.com/watch?v=ZcvIZvCel54