Teaching For Quality Learning At UniversityMcGraw-Hill Education (UK), 1 sept 2011 - 389 páginas This best-selling book explains the concept of constructive alignment in education and aids implementation of this at multiple levels. |
Dentro del libro
Resultados 1-5 de 67
Página ix
... (TLAs) ILOs for The Nature of Teaching and Learning and aligned assessment tasks (ATs) From objectives to intended learning outcomes in an engineering course Course preparation assignments in the teaching of sociology Some examples of ...
... (TLAs) ILOs for The Nature of Teaching and Learning and aligned assessment tasks (ATs) From objectives to intended learning outcomes in an engineering course Course preparation assignments in the teaching of sociology Some examples of ...
Página xiv
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Página xv
... TLAs and ATs for functioning knowledge Design an assessment task or tasks for one ofyour course functioning ILOs What level are you at in implementing constructive alignment at the course level? What level is your department/faculty ...
... TLAs and ATs for functioning knowledge Design an assessment task or tasks for one ofyour course functioning ILOs What level are you at in implementing constructive alignment at the course level? What level is your department/faculty ...
Página 58
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Página 98
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Índice
Designing constructively aligned outcomesbased teaching and learning | 111 |
Constructive alignment in action | 279 |
References | 366 |
382 | |
The Society for Research into Higher Education | 390 |
Back cover | 393 |
Otras ediciones - Ver todo
EBOOK: Teaching for Quality Learning at University John Biggs,Catherine Tang Vista previa restringida - 2011 |
Términos y frases comunes
academic accessed 2 February achieve action research apply approaches to learning appropriate assessment tasks assignment Bologna Process Chapter classroom concept maps context course ILOs creativity critical curriculum declarative knowledge deep approach discussion E-assessment e-learning effective evaluation evidence exam example feedback focus functioning knowledge graduate outcomes Higher Education Higher Education Academy Hong Kong implementing constructive alignment important improve individual institution intended learning outcomes intended outcomes interactive judgement large class learner learning activities lecture level of understanding lifelong learning ment metacognitive peer peer-assessment performance phenomenography plagiarism portfolio practice problem problem-based learning professional programme ILOs quality enhancement questions relevant scholarship of teaching situation skills SOLO taxonomy structure student learning summative surface approach Susan teachers teaching and assessment teaching and learning teaching/learning activities theory of teaching Theory Y thinking threshold concepts tion TLAs topic transformative reflection tutor University Venn diagram verbs