Teaching for Quality Learning at University

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McGraw-Hill Education (UK), 16 sep. 2011 - 418 páginas
"This book is an exceptional introduction to some difficult ideas. It is full of downright good advice for every academic who wants to do something practical to improve his or hers students’ learning."
Paul Ramsden, Brisbane, Australia

"Biggs and Tang present a unified view of university teaching that is both grounded in research and theory and replete with guidance for novice and expert instructors. The book will inspire, challenge, unsettle, and in places annoy and even infuriate its readers, but it will succeed in helping them think about how high quality teaching can contribute to high quality learning."
John Kirby, Queens University, Ontario, Canada

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 university. The 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.
 

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Índice

Designing constructively aligned outcomesbased teaching and learning
111
Constructive alignment in action
279
References
366
Index
382
The Society for Research into Higher Education
390
Back cover
393
Página de créditos

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Sobre el autor (2011)

John Biggs held academic posts at the University of New England, NSW, Monash University, Melbourne and the University of Alberta, Edmonton, Canada before being appointed Professor of Education at the University of Newcastle, NSW, then Professor of Education at the University of Hong Kong. He retired early to develop his work on constructive alignment and to write fiction. He returned to Hong Kong in 1999, this time to the Department of Psychology and is currently Honorary Professor in that Department.

Catherine Tang obtained her PhD in Education from the University of Hong Kong in 1991, her dissertation focusing on assessment practices that aligned directly to course objectives. She has been engaged in staff development ever since, holding the posts of Deputy Director, later Head, of the Educational Development Centre at the Hong Kong Polytechnic University and Head of the Centre for Learning, Teaching and Supervision at the Hong Kong Institute of Education. She now works as an educational consultant in Hobart, Australia.

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