Constructive Alignment: The Learning Outcome approach to teaching and assessment

Hobson, Jonathan ORCID: 0000-0001-8081-6699 (2016) Constructive Alignment: The Learning Outcome approach to teaching and assessment. In: Course Learning Design, University of Gloucestershire. (Unpublished)

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Abstract

This presentation details a 'Learning Outcome approach' to the design of subject, module and assessment learning outcomes that was designed by Dr Jon Hobson and adopted across the Social Sciences subject community in the School of Natural and Social Sciences. The approach builds on the principle of 'constructive alignment' between different level descriptors, and has been a successful tool for course design and articulation to internal and external bodies. The presentation was delivered to academic schools at the University of Gloucestershire and to the senior management team across 2016 and 2017.

Item Type:	Conference or Workshop Item (Other)
Uncontrolled Keywords:	Learning design; Curriculum; Assessment
Subjects:	H Social Sciences > HM Sociology L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB2361 Curriculum
Divisions:	Schools and Research Institutes > School of Business, Computing and Social Sciences
Research Priority Areas:	Place, Environment and Community
Depositing User:	Jonathan Hobson
Date Deposited:	26 Nov 2019 12:37
Last Modified:	31 Aug 2023 08:25
URI:	https://eprints.glos.ac.uk/id/eprint/7531

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