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