Teaching for Quality Learning at University
"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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John Kirby, Queen's University, Kingston, Ontario, Canada “For those teaching in schools and universities this book provides a framework that can be used to guide teaching, from thinking about what a program, topic, lesson or lecture ...
... of activity on learning 8.2 Effect of consolidation at end of lecture on retention 10.1 Learning in four topics and their formative and summative assessment 10.2 Teacher's and student's perspectives on assessment 13.1 Administrative ...
This is different from the usual teacher-based curriculum, which simply lists the topics for teachers to 'cover'. That is, an outcome statement tells us what students should be able to do after teaching, and how well they should do it, ...
In OBTL, the concern is not so much a matter of what topics to teach, but what outcomes students are supposed to have achieved after having been taught. Defining those intended learning outcomes becomes the important issue, ...
This website presents eight topics on diversity among university students. Shaw, G. (ed) (2005) Tertiary Teaching: Dealing with Diversity. Darwin, Australia: Charles Darwin University Press and The Centre for Learning Research, ...
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Designing constructively aligned outcomesbased teaching and learning
Constructive alignment in action
The Society for Research into Higher Education