Slika omota

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...

Bibliografski detalji
Institutions:	University of Hong Kong University of Tasmania
Glavni autor:	Biggs, John
Izdano:	HERDSA Review of Higher Education v.1 p.5-22 2014
Teme:	Educational quality Higher education Outcome based education Quality management Student assessment Teaching process University students University teaching Postsecondary education Constructive alignment Australia Hong Kong
Online pristup:	http://www.herdsa.org.au/system/files/HERDSARHE2014v01p05.pdf

Slični predmeti

Inclusive assessment : improving learning for all : a manual for improving assessment in accounting education.
od: Jackson, Margaret, i dr.
Izdano: (2006)

An Approach to Aligning Assessment with Threshold Learning Outcomes in the Creative and Performing Arts : Final Report.
od: Lebler, Don, i dr.
Izdano: (2015)

Facilitating Work Integrated Learning (WIL) through Skills-Enabled E-Portfolios in Construction and Nursing : Final Report.
od: Williams, Anthony, i dr.
Izdano: (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.
od: Henderson, Amanda
Izdano: (2020)

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

Assessing students unfamiliar with assessment practices in Australian universities : final report to the Carrick Institute for Learning and Teaching in Higher Education 2006.
od: Jackson, M., i dr.
Izdano: (2006)

Discipline learning outcomes : Design resource and quality assurance mechanism.
od: Jones, Susan M., i dr.
Izdano: (2021)

Learning and teaching academic standards project : building and construction : learning and teaching academic standards statement.
od:
Izdano: (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.
od: Akerlind, Gerlese
Izdano: (2015)

Final Project Report : Quality Assessment : Linking Assessment Tasks and Teaching Outcomes in the Social Sciences.
od: Gore, Jennifer, i dr.
Izdano: (2009)

Student learning and the experience of teaching.
od: Prosser, Michael, i dr.
Izdano: (2017)

Quality Assessment Framework : A Guide for Assessment Practice in Higher Education.
od: Gore, Jennifer, i dr.
Izdano: (2009)

The first year experience : looking back to inform the future.
od: Nelson, Karen, i dr.
Izdano: (2014)

Leading excellence : a report on the Leading excellence - application of the engaging leadership framework (ELF) to new higher education sites and contexts project.
od: Bennett, Lorraine, i dr.
Izdano: (2010)

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

Teaching as design.
od: Goodyear, Peter
Izdano: (2015)

Prompting higher education towards AI-augmented teaching and learning practice.
od: Eager, Bronwyn, i dr.
Izdano: (2023)

Construction education in Australia : a review of learning and teaching challenges and opportunities.
od: Williams, Anthony, i dr.
Izdano: (2010)

Pathways into a Maze : Final Report for a 1999 National Teaching Development Grant (Individuals).
od: Newton, Clare, i dr.
Izdano: (2000)

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

Crossing the interaction divide between international and domestic students in higher education.
od: Arkoudis, Sophie, i dr.
Izdano: (2014)

Transitioning Biology : Secondary to Tertiary : Final Report.
od: Burke da Silva, Karen, i dr.
Izdano: (2014)

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

English language growth and the international student.
od: Rochecouste, Judith, i dr.
Izdano: (2014)

Gender Inclusive Curriculum in Engineering and Construction Management : Final Report.
od: Mills, Julie, i dr.
Izdano: (2012)

Curriculum design for assuring learning : leading the way : final report.
od: Lawson, Romy
Izdano: (2015)

Reducing the digital literacy divide through disruptive innovation.
od: McIntyre, Simon
Izdano: (2014)

A review of Australian and international quality systems and indicators of learning and teaching.
od: Chalmers, Denise
Izdano: (2007)

Learning and Teaching Academic Standards (LTAS) Project : Final Report for the Second-Intake Discipline Groups of Architecture, Building and Construction, Education, Science.
od: Australian Learning and Teaching Council, i dr.
Izdano: (2011)

Intensive modes of study and the need to focus on the process of learning in Higher Education.
od: Lodge, Jason M., i dr.
Izdano: (2024)

Peer review of online learning and teaching : final report 2011.
od: Wood, Denise, i dr.
Izdano: (2011)

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

Student grievances and discipline matters project : good practice guide for handling complaints and appeals in Australian universities.
od: Jackson, Jim, i dr.
Izdano: (2009)

Review of the Australian awards for university teaching.
od: Ballantyne, Roy, i dr.
Izdano: (2003)

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

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

Key issues to consider in the renewal of learning and teaching experiences to foster Graduate Attributes.
od: Barrie, Simon, i dr.
Izdano: (2009)

Putting transition at the centre of whole-of-curriculum transformation.
od: O'Donnell, Marcus, i dr.
Izdano: (2015)

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

Moderation for fair assessment in transnational learning and teaching : final report.
od: Mahmud, Saadia, i dr.
Izdano: (2011)