EBOOK: Teaching for Quality Learning at UniversityMcGraw-Hill Education (UK), 16 sept 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." 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:
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... of the curriculum as a whole.” Michael Prosser, Professor and Executive Director, Centre for the Enhancement of Teaching and Learning, The University of Hong Kong Contents List of boxes List of figures List of tables Praise.
John Biggs, Catherine Tang. Contents. List of boxes List of figures List of tables List of tasks Foreword to original edition Preface to fourth edition Acknowledgements The outcomes we intend readers to achieve ix xi xii xiv xvii xix ...
... and summative assessment 10.2 Teacher's and student's perspectives on assessment 13.1 Administrative and educational needs – striking the right balance 105 137 137 196 198 314 Tables 59 63 123 124 124 128 134 161 4.1 Figures.
John Biggs, Catherine Tang. Tables. 59 63 123 124 124 128 134 161 4.1 What works best in higher education 4.2 Most people learn ... 7.1 Some verbs for ILOs from the SOLO taxonomy 7.2 Some more ILO verbs from Bloom's revised taxonomy ...
... management sciences 14.7 Holistic grading for the assessment portfolio in nursing 14.8 Grading criteria for the critical review of literature in veterinary science 342 351 354 359 Tasks 12 17 30 30 40 44 50 1.1 The Tables xiii.
Índice
Designing constructively aligned outcomesbased teaching and learning | 111 |
Constructive alignment in action | 279 |
366 | |
382 | |
The Society for Research into Higher Education | 390 |
Back cover | 393 |
Otras ediciones - Ver todo
Teaching For Quality Learning At University Biggs, John,Tang, Catherine Vista previa restringida - 2011 |