词条 | Constructive alignment |
释义 |
Constructive alignment is a principle used for devising teaching and learning activities, and assessment tasks, that directly address the intended learning outcomes (ILOs) in a way not typically achieved in traditional lectures, tutorial classes and examinations.[1] Constructive alignment was devised by Professor John B. Biggs, and represents a marriage between a constructivist understanding of the nature of learning, and an aligned design for outcomes-based teaching education. Constructive alignment is the underpinning concept behind the current requirements for programme specification, declarations of learning outcomes (LOs) and assessment criteria, and the use of criterion based assessment. There are two basic concepts behind constructive alignment:
A branch of educational evaluation theory has emerged that focuses on constructive alignment as a key element in effective educational design. Known as design-focused evaluation,[2] this approach seeks student feedback on the efficacy of the designed alignment between the intended learning outcomes and the teaching and learning activities students engage in during a course of study. References1. ^{{Cite book|title=Teaching for quality learning at university: what the student does|last=Biggs|first=John B.|last2=Tang|first2=Catherine So-kum|publisher=McGraw-Hill|year=2011|isbn=9780335242757|location=Maidenhead|pages=}} 2. ^{{Cite journal|last=Smith|first=Calvin|date=November 2008|title=Design‐focused evaluation|journal=Assessment & Evaluation in Higher Education|volume=33|issue=6|pages=631–645|doi=10.1080/02602930701772762}} Further reading{{refbegin}}
See also
3 : Constructivism|Learning|Educational psychology |
随便看 |
|
开放百科全书收录14589846条英语、德语、日语等多语种百科知识,基本涵盖了大多数领域的百科知识,是一部内容自由、开放的电子版国际百科全书。