صورة الغلاف

Constructive alignment in university teaching.

Constructive alignment (CA) is an outcomes-based approach to teaching in which the learning outcomes that students are intended to achieve are defined before teaching takes place. Teaching and assessment methods are then designed to best achieve those outcomes and to assess the standard at which the...

وصف كامل

التفاصيل البيبلوغرافية
Institutions:	University of Hong Kong University of Tasmania
المؤلف الرئيسي:	Biggs, John
منشور في:	HERDSA Review of Higher Education v.1 p.5-22 2014
الموضوعات:	Educational quality Higher education Outcome based education Quality management Student assessment Teaching process University students University teaching Postsecondary education Constructive alignment Australia Hong Kong
الوصول للمادة أونلاين:	http://www.herdsa.org.au/system/files/HERDSARHE2014v01p05.pdf

مواد مشابهة

Inclusive assessment : improving learning for all : a manual for improving assessment in accounting education.
حسب: Jackson, Margaret, وآخرون
منشور في: (2006)

An Approach to Aligning Assessment with Threshold Learning Outcomes in the Creative and Performing Arts : Final Report.
حسب: Lebler, Don, وآخرون
منشور في: (2015)

Facilitating Work Integrated Learning (WIL) through Skills-Enabled E-Portfolios in Construction and Nursing : Final Report.
حسب: Williams, Anthony, وآخرون
منشور في: (2012)

Stopping 'Pass the Parcel' with practice-based student learning : Establishing education governance frameworks between academia and industry to facilitate collaborative design of practice-based experiences and constructive alignment with discipline standards and targeted learning outcomes : final report.
حسب: Henderson, Amanda
منشور في: (2020)

A decade of transition pedagogy : a quantum leap in conceptualising the first year experience.
حسب: Kift, Sally
منشور في: (2015)

Assessing students unfamiliar with assessment practices in Australian universities : final report to the Carrick Institute for Learning and Teaching in Higher Education 2006.
حسب: Jackson, M., وآخرون
منشور في: (2006)

Discipline learning outcomes : Design resource and quality assurance mechanism.
حسب: Jones, Susan M., وآخرون
منشور في: (2021)

Learning and teaching academic standards project : building and construction : learning and teaching academic standards statement.
حسب:
منشور في: (2011)

From phenomenography to variation theory : a review of the development of the variation theory of learning and implications for pedagogical design in higher education.
حسب: Akerlind, Gerlese
منشور في: (2015)

Final Project Report : Quality Assessment : Linking Assessment Tasks and Teaching Outcomes in the Social Sciences.
حسب: Gore, Jennifer, وآخرون
منشور في: (2009)

Student learning and the experience of teaching.
حسب: Prosser, Michael, وآخرون
منشور في: (2017)

Quality Assessment Framework : A Guide for Assessment Practice in Higher Education.
حسب: Gore, Jennifer, وآخرون
منشور في: (2009)

The first year experience : looking back to inform the future.
حسب: Nelson, Karen, وآخرون
منشور في: (2014)

Leading excellence : a report on the Leading excellence - application of the engaging leadership framework (ELF) to new higher education sites and contexts project.
حسب: Bennett, Lorraine, وآخرون
منشور في: (2010)

The Australian higher education student experience : A personal reflection on 15 years of research.
حسب: Krause, Kerri-Lee
منشور في: (2017)

Teaching as design.
حسب: Goodyear, Peter
منشور في: (2015)

Prompting higher education towards AI-augmented teaching and learning practice.
حسب: Eager, Bronwyn, وآخرون
منشور في: (2023)

Construction education in Australia : a review of learning and teaching challenges and opportunities.
حسب: Williams, Anthony, وآخرون
منشور في: (2010)

Pathways into a Maze : Final Report for a 1999 National Teaching Development Grant (Individuals).
حسب: Newton, Clare, وآخرون
منشور في: (2000)

Applying quality principles to Australian university transnational teaching and learning : final report 2013.
حسب: Pyvis, David
منشور في: (2013)

Crossing the interaction divide between international and domestic students in higher education.
حسب: Arkoudis, Sophie, وآخرون
منشور في: (2014)

Transitioning Biology : Secondary to Tertiary : Final Report.
حسب: Burke da Silva, Karen, وآخرون
منشور في: (2014)

First-in-family learners and higher education : Negotiating the 'silences' of university transition and participation.
حسب: O'Shea, Sarah
منشور في: (2016)

English language growth and the international student.
حسب: Rochecouste, Judith, وآخرون
منشور في: (2014)

Gender Inclusive Curriculum in Engineering and Construction Management : Final Report.
حسب: Mills, Julie, وآخرون
منشور في: (2012)

Curriculum design for assuring learning : leading the way : final report.
حسب: Lawson, Romy
منشور في: (2015)

Reducing the digital literacy divide through disruptive innovation.
حسب: McIntyre, Simon
منشور في: (2014)

A review of Australian and international quality systems and indicators of learning and teaching.
حسب: Chalmers, Denise
منشور في: (2007)

Learning and Teaching Academic Standards (LTAS) Project : Final Report for the Second-Intake Discipline Groups of Architecture, Building and Construction, Education, Science.
حسب: Australian Learning and Teaching Council, وآخرون
منشور في: (2011)

Intensive modes of study and the need to focus on the process of learning in Higher Education.
حسب: Lodge, Jason M., وآخرون
منشور في: (2024)

Peer review of online learning and teaching : final report 2011.
حسب: Wood, Denise, وآخرون
منشور في: (2011)

Learning and teaching in Australian universities : a thematic analysis of cycle 1 AUQA audits.
حسب: Ewan, Christine
منشور في: (2009)

Student grievances and discipline matters project : good practice guide for handling complaints and appeals in Australian universities.
حسب: Jackson, Jim, وآخرون
منشور في: (2009)

Review of the Australian awards for university teaching.
حسب: Ballantyne, Roy, وآخرون
منشور في: (2003)

The quality of Australia's higher education system : how it might be defined, improved and assured.
حسب: Probert, Belinda
منشور في: (2015)

From 'perplexities of plagiarism' to 'building cultures of integrity' : A reflection on fifteen years of academic integrity research, 2003-2018.
حسب: Bretag, Tracey
منشور في: (2019)

Key issues to consider in the renewal of learning and teaching experiences to foster Graduate Attributes.
حسب: Barrie, Simon, وآخرون
منشور في: (2009)

Putting transition at the centre of whole-of-curriculum transformation.
حسب: O'Donnell, Marcus, وآخرون
منشور في: (2015)

Measuring student experience : relationships between Teaching Quality Instruments (TQI) and Course Experience Questionnaire (CEQ) : evaluation report.
حسب: Rochecouste, Judith
منشور في: (2011)

Moderation for fair assessment in transnational learning and teaching : final report.
حسب: Mahmud, Saadia, وآخرون
منشور في: (2011)