browse by category

select a category on the left

3rd

EDITION

Hardback/ Paperback

Paperback / softback

$65.00 We're sorry! This product is currently out of stock, so we are unable to take your order right now. Please check back again.

Teaching for Quality Learning at University

3rd Edition

By John Biggs , Catherine Tang

Publication Date: Nov 1, 2007

ISBN:0335221262 / 9780335221264

Language: English

This product will be shipped to you.

more info

Imprint: Open University Press Publisher: McGraw-Hill Education Dimensions: 9 X 6 Inches (US)

Summary
Table of Contents

Main Description

"This book is a sophisticated and insightful conceptualization of outcomes-based learning developed from the concept of constructive alignment. The first author has already made a significant contribution to the scholarship and practice of teaching and learning in universities…Together with the second author, there is now added richness through the practical implementation and practices. The ideas in this book are all tried and shown to contribute to more successful learning experience and outcome for students."
Denise Chalmers, Carrick Institute of Education, Australia

Teaching for Quality Learning at University focuses on implementing a constructively aligned outcomes-based model at both classroom and institutional level. The theory, which is now used worldwide as a framework for good teaching and assessment, is 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 teachers
Provide a framework for administrators interested in quality assurance and enhancement of teaching across the whole university

The book's "how to" approach addresses several important issues: designing high level outcomes, the learning activities most likely to achieve them in small and large classes, and appropriate assessment and grading procedures. It is an accessible, jargon-free guide to all university teachers interested in enhancing their teaching and their students' learning, and for administrators and teaching developers who are involved in teaching-related decisions on an institution-wide basis. The authors have also included useful web links to further material.

The changing scene in university teaching
Teaching according to how students learn
Setting the stage for effective teaching
Using constructive alignment in outcomes-based teaching and learning
Designing intended learning outcomes
Contexts for effective teaching and learning
Teaching/learning activities for declarative knowledge
Teaching/learning activities for functioning knowledge
Aligning Assessment with Intended Learning Outcomes: Principles
Assessment and grading for declarative knowledge
Assessment and grading for functioning knowledge
Implementing constructive alignment
Constructive alignment as implemented: Some examples
Index