Teaching For Quality Learning At UniversityThis best-selling book explains the concept of constructive alignment in education and aids implementation of this at multiple levels. |
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Page vii
... Constructively aligned teaching and assessment ix xi xii xiv xvii xix xxiii xxiv 1 3 16 34 58 81 95 Part 2 Designing constructively aligned ... Constructive alignment in action Part 3 alignment 13 Implementing, supporting Contents.
... Constructively aligned teaching and assessment ix xi xii xiv xvii xix xxiii xxiv 1 3 16 34 58 81 95 Part 2 Designing constructively aligned ... Constructive alignment in action Part 3 alignment 13 Implementing, supporting Contents.
Page viii
Biggs, John, Tang, Catherine. Constructive alignment in action Part 3 alignment 13 Implementing, supporting and enhancing constructive 14 Constructive alignment as implemented: some examples References Index 279 281 323 366 382 Boxes 3.1 ...
Biggs, John, Tang, Catherine. Constructive alignment in action Part 3 alignment 13 Implementing, supporting and enhancing constructive 14 Constructive alignment as implemented: some examples References Index 279 281 323 366 382 Boxes 3.1 ...
Page xv
... implementing constructive alignment at the course level? 291 13.2 What level is your department/faculty/school at in implementing constructive alignment at the programme level? 300 13.3 Do your quality assurance processes encourage or ...
... implementing constructive alignment at the course level? 291 13.2 What level is your department/faculty/school at in implementing constructive alignment at the programme level? 300 13.3 Do your quality assurance processes encourage or ...
Page xix
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Page xxii
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academic accessed 2 February achieve action research apply approaches to learning appropriate assessment tasks assignment Bologna Process Chapter classroom concept maps context course ILOs creativity critical curriculum declarative knowledge deep approach discussion E-assessment e-learning effective evaluation evidence exam example feedback focus functioning knowledge graduate outcomes Higher Education Higher Education Academy Hong Kong implementing constructive alignment important improve individual institution intended learning outcomes intended outcomes interactive judgement large class learner learning activities lecture level of understanding lifelong learning ment metacognitive peer peer-assessment performance phenomenography plagiarism portfolio practice problem problem-based learning professional programme ILOs quality enhancement questions relevant scholarship of teaching situation skills SOLO taxonomy structure student learning summative surface approach Susan teachers teaching and assessment teaching and learning teaching/learning activities theory of teaching Theory Y thinking threshold concepts tion TLAs topic transformative reflection tutor University Venn diagram verbs