000			03281 a2200253 4500
999			_c30802 _d30802
001			nam a22 7a 4500
020			_a9780335242757
082			_a378.125 BI TE
100			_aBiggs, John _92413
245			_aTeaching for quality learning at University : _bwhat the student does / _cJohn Biggs and Catherine Tang
250			_a4th ed.
260			_aNew York : _bMcGraw-Hill/Society for Research into Higher Education, _cc2011.
300			_axxii, 389 p. : _biil. ; _c23 cm.
490			_aThe society of research into higher education
505			_aPt 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.
520			_aThis 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.
650			_aCollege teaching _9850
650			_aLearning _9856
650			_aHochschule _9857
700			_aTang, Catherine _9858
830			_aSRHE and open university press imprint _92414
856			_uhttps://uowd.box.com/s/padn0p2yaomaxxzm8xw7vltypyv1bf7j _zLocation Map
942			_cREGULAR