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John Biggs and Cathrine Tang 2011

Page history last edited by Jesper Buchholdt Gjørup 11 months, 1 week ago

John Biggs and Cathrine Tang:

Teaching for Quality Learning at University. What the Student 

4th edition

Society for Research into Higher Education & Open University Press

McGrawHill 2011

 

391 sider

Part 1: Effective teaching ad learning for today's universities (kapitel 1-6)

Part 2: Designing constructively aligned outcome-based teaching and learning (Kapitel 7-12)

Part 3: Constructive alignement in action (kapitel 13 og 14)

References

Index

 

Kapitler:

  1. the changing scene in university teaching
  2. teaching according to how student learn
  3. setting the stage for effective teaching
  4. contexts for effective teaching and learning
  5. knowledge and understanding
  6. constructively aligned teaching and assessment
  7. designing intended learning outcomes 
  8. teaching/learning activities for declaritive intended learning outcomes
  9. teaching/learning activities for functioning intended learning outcomes
  10. aligning assessment tasts with intended learning outcomes: principles 
  11. assessing ad grading for declartive intended learning outcomes
  12. assessing and gradtion for functioning intended learning ourcomes
  13. implementing, supporting and enhancing constructive alignement
  14. constructive alignement as implemented: some examples 

 

I bogen anvende blandt andet følgende begreber:

  1. alignement
  2. aligning
  3. approaches to learning
  4. assessment
  5. assessment criteria
  6. assessment dilemmas (side 191-195) 
  7. assessment practices 
  8. assessment task (AT)
  9. case-based learning 
  10. case studies 
  11. changing scene 
  12. constructively aligned teaching and assessment
  13. constructive alignement 
  14. contexts 
  15. critical thinking 
  16. curriculum  (Ralph Tylor 1949) 
  17. declaritive intended learning outcomes
  18. decontextualized declarative knowledge 
  19. deep approach to learning
  20. designing 
  21. desirable but unintended or unexpected learning outcomes 
  22. effective teaching
  23. engagement
  24. essay assignment
  25. evidence for good learning (side 257) 
  26. feedback during learning (side 195) 
  27. formative assessment 
  28. formative feedback 
  29. functioning intended learning outcomes
  30. functioning knowledge 
  31. generation Y
  32. grading
  33. group work 
  34. higher education
  35. implementation 
  36. implementing
  37. in real life (fx side 252) 
  38. intended learning outcomes (ILO)
  39. interview (side 271)
  40. knowledge and understanding
  41. learning activities 
  42. learning outcomes
  43. long-term portfolios 
  44. multiple-choice questionnaire (MCQ) 
  45. multiple-choice testing
  46. objectives
  47. open-ended assessment 
  48. oral assessments
  49. outcomes 
  50. plagiarism
  51. portfolio 
  52. portfolio assessment (side 256-260) 
  53. principles
  54. problem-based learning (PBL) 
  55. real-life professional problems  (side 252)
  56. 'real-life'-understanding of the situation
  57. reflective learning 
  58. rubrics 
  59. social learning
  60. SOLO taxonomy 
  61. strategies of implementation 
  62. students
  63. supporting
  64. summative assessment 
  65. summative grading 
  66. tasks 
  67. teaching/learning activities 
  68. teaching/learning activities  (TLA)
  69. teaching theory
  70. transformative reflections 
  71. university teaching 

 

24-06-2023 

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