Teaching for quality learning at University : what the student does /
John Biggs and Catherine Tang
- 4th ed.
- New York : McGraw-Hill/Society for Research into Higher Education, c2011.
- xxii, 389 p. : iil. ; 23 cm.
- The society of research into higher education .
- SRHE and open university press imprint .
Pt 1 Effective teaching and learning for today's universities 1. The changing scene in university teaching 2. Teaching according to how students learn 3. Setting the stage for effective teaching 4. Contexts for effective teaching and learning 5. Knowledge and understanding 6. Constructively aligned teaching and assessment Pt 2 Designing constructively aligned outcomes-based teaching and learning 7. Designing intended learning outcomes 8. Teaching/ learning activities for declarative intended learning outcomes 9. Teaching/ learning activities for functioning intended learning outcomes 10. Aligning assessment tasks with intended outcomes: principles 11. Assessing and grading for declarative intended learning outcomes 12. Assessing and grading for functioning intended learning outcomes Pt 3 Constructive alignment in action 13. Implementing, supporting and enhancing constructive alignment 14. Constructive alignment as implemented: some examples.
This best-selling book explains the concept of constructive alignment used in implementing outcomes-based education. Constructive alignment identifies the desired learning outcomes and helps teachers design the teaching and learning activities that will help students to achieve those outcomes, and to assess how well those outcomes have been achieved. Each chapter includes tasks that offer a 'how-to' manual to implement constructive alignment in your own teaching practices. This new edition draws on the authors' experience of consulting on the implementation of constructive alignment in Australia, Hong Kong, Ireland and Malaysia including a wider range of disciplines and teaching contexts. There is also a new section on the evaluation of constructive alignment, which is now used worldwide as a framework for good teaching and assessment, as it has been shown to: Assist university teachers who wish to improve the quality of their own teaching, their students' learning and their assessment of learning outcomes Aid staff developers in providing support for departments in line with institutional policies Provide a framework for administrators interested in quality assurance and enhancement of teaching across the whole universityThe authors have also included useful web links to further material. Teaching for Quality Learning at University will be of particular interest to teachers, staff developers and administrators.