Constructive alignment: reflections on implementation

Cobham, D.C. and Jacques, K. (2006) Constructive alignment: reflections on implementation. In: 1st Annual Workshop on Constructive Alignment, 23 February 2006, Nottingham, England.

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Abstract

Higher Education institutions are increasingly paying close attention to the alignment between curriculum outcomes and assessment strategies. Both university curricula and student assessment are increasingly being defined and driven by learning outcomes. At the same time, information systems have become a fundamental and essential part in supporting learning and assessment. In particular, a great deal of interest has been expressed in intranet-hosted learning environments to support the educational experience. Most commercial learning environments use either modules of study or assessment submissions as the fundamental unit of construction. This results in a failure to record performance by individual learning outcome. There is therefore a mismatch between current educational thinking and the information systems that support the processes.
This paper presents the findings of a pilot project whereby a philosophical shift in Faculty assessment and delivery procedures was achieved through constructive alignment.

Item Type:Conference or Workshop Item (Paper)
Additional Information:Higher Education institutions are increasingly paying close attention to the alignment between curriculum outcomes and assessment strategies. Both university curricula and student assessment are increasingly being defined and driven by learning outcomes. At the same time, information systems have become a fundamental and essential part in supporting learning and assessment. In particular, a great deal of interest has been expressed in intranet-hosted learning environments to support the educational experience. Most commercial learning environments use either modules of study or assessment submissions as the fundamental unit of construction. This results in a failure to record performance by individual learning outcome. There is therefore a mismatch between current educational thinking and the information systems that support the processes. This paper presents the findings of a pilot project whereby a philosophical shift in Faculty assessment and delivery procedures was achieved through constructive alignment.
Keywords:Curricula, Assessment in Higher Education
Subjects:X Education > X342 Academic studies in Higher Education
Divisions:College of Science > School of Computer Science
ID Code:89
Deposited By: David Cobham
Deposited On:25 Feb 2006
Last Modified:08 Jul 2014 09:49

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