|About the book|
Foreword to the first edition: "This book is an exceptional introduction to some difficult ideas. It is full of downright good advice for every academic who wants to do something practical to improve his or hers students’ learning."
Paul Ramsden, Brisbane, Australia
Endorsements for the fourth edition:
"Biggs and Tang present a unified view of university teaching that is both grounded in research and theory and replete with guidance for novice and expert instructors. The book will inspire, challenge, unsettle, and in places annoy and even infuriate its readers, but it will succeed in helping them think about how high quality teaching can contribute to high quality learning."
John Kirby, Queens University, Ontario, Canada
"For those teaching in schools and universities this book provides a framework that can be used to guide teaching from thinking about what a program, topic, lesson or lecture should be about, to the execution of the teaching and reflection on the outcomes. The guiding framework emerges from a sound conceptual analysis of the how the interaction between teacher and student can be organised to result in learning that enables students to approach the levels of understanding and problem solving that we hope will emerge from our teaching."
Mike Lawson, School of Education, Flinders University, Adelaide, Australia
This best-selling book explains the concept of constructive alignment used in implementing outcomes-based education. Constructive alignment identifies the desired learning outcomes and helps teachers design the teaching and learning activities that will help students to achieve those outcomes, and to assess how well those outcomes have been achieved. Each chapter includes tasks that offer a 'how-to' manual to implement constructive alignment in your own teaching practices.
This new edition draws on the authors' experience of consulting on the implementation of constructive alignment in Australia, Hong Kong, Ireland and Malaysia including a wider range of disciplines and teaching contexts. There is also a new section on the evaluation of constructive alignment, which is now used worldwide as a framework for good teaching and assessment, as it has been shown to:
|About the authors|
John Biggs has held Chairs in Education in Canada, Australia, and Hong Kong. He has published extensively on student learning and the implications of his research for teaching.
Catherine Tang is the former Head of Educational Development Centre in the Hong Kong Institute of Education and also in the Hong Kong Polytechnic University.
|Table of contents|
Foreword to original edition
Preface to fourth edition
The outcomes we intend readers to achieve
Part 1: Effective teaching and learning for today's universities
The changing scene in university teaching
Teaching according to how students learn
Setting the stage for effective teaching
Contexts for effective teaching and learning
Knowledge and understanding
Constructively aligned teaching and assessment
Part 2: Designing constructively aligned outcomes-based teaching and learning
Designing intended learning outcomes
Teaching/learning activities for declarative intended learning outcomes
Teaching/learning activities for functioning intended learning outcomes
Aligning assessment tasks with intended learning outcomes: principles
Assessing and grading for declarative intended learning outcomes
Assessing and grading for functioning intended learning outcomes
Part 3: Constructive alignment in action
Implementing, supporting and enhancing constructive alignment
Constructive alignment as implemented: some examples