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Biggs Model Of Constructive Alignment

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Of course, simply by having an exam question with the word ‘evaluate’ in the title, for example, does not necessarily mean that the students’ skills of evaluation are actually being assessed. They may be, but if the answer can be answered successfully simply by regurgitating the notes taken from the lecture you gave on the topic then all that may actually be being assessed are the students’ memorizing and essay-writing skills, along possibly with the skill of question spotting.
Assessment systems in teaching and learning dominate what students are oriented towards in their learning. Even where lecturers say that they want students to be creative and thoughtful, students often recognize that what is really necessary, or at least what is sufficient, …show more content…

The most important is to design appropriate learning opportunities for the students to get them to a point where they can successfully undertake the assessment tasks. Although the term ‘constructive alignment’ is not used, this kind of systematic thinking is exactly what the QAA are looking for when they refer to effective and appropriate measurement of the achievement by students of the intended learning outcomes. (QAA), General principle 6).Departments mindful of the QAA requirements, and seeking to follow Biggs’ principles, would therefore be well advised to do two things, first to require all course modules or units to follow this design model, and to ensure that all assessment tasks, and assessment criteria, clearly and directly relate to the learning outcomes and second thing is to audit all their modules’ or units’ learning outcomes and map them against the subject’s program specifications, to ensure that all the program specifications will have been assessed for any student successfully completing the course …show more content…

Essentially, this research says that students are capable of taking different approaches to their learning but the surface approach, defined as the student reduces what is to be learnt to the status of unconnected facts to be memorized means that the learning task becomes to reproduce the subject matter at a later date. Alternatively, a deep approach to their learning, defined as the student attempts to make sense of what is to be learnt, which consists of ideas and concepts and involves the student in thinking, seeking integration between components and between tasks, and ‘playing’ with ideas (Gibbs, 1992: 2). A key theme in this study , regarding the importance of assessment practice, is that most students can adopt either surface or deep approaches to their learning and one of the most important influences on which approach they take is the design of the course and the assessment strategies used but course characteristics associated with a surface approach are consist of a lack of opportunity to pursue subjects in depth and a lack of choice over subjects and a lack of choice over the method of study and also a threatening and anxiety provoking

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However, Alonso bases her argument on inferences she has drawn from her own personal experiences. For example, a professor will not always admit when they have failed to teach a topic, or acknowledge when they are grading with frustration behind their red pen. Alonso’s conclusions would carry more weight if she were to base them on research. Overall, Alonso has constructed a strong argument about the advantages to examinations that accounts for the different points of view teachers and students

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What is learning? – A review of Learning Theories”. The issue includes range of research approaches, categories of learning, learning strategies and stages and levels of learning. The article reveals the issue of the critical transformatory impact on higher education and how the learners could become reflective learners. Which is closely connected to the to the main purpose of the course, as it was indicated in the syllabus, is to improve critical and collaborative skills needed to be an educational leader.

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Initially, the assessment task had required revision to ensure that it had remained clear for students, by the inclusion of details such as the date for this task and the allocated time to be taken. It was also suggested from our peers that the assessment could be revised by excluding the fakebook notes from the assessment criteria, as it is already implied that they use this information to support their interpretations. A point of useful feedback received was the inclusion of success criteria for our extended response, which we shall implement as we agree it will strengthen student’s responses. It also had been pointed out that our timing needed reviewing, for example our “Kahoot” activity even though receiving positive critique, it was suggested that more time could be allocated to it or even to shift this mini quiz to the end. However, after though, it was decided to keep it at the beginning as it proved to be most beneficial in this instance in recapping prior knowledge.

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1.1 The function of assessment is to ensure that learning is taking place. It measures the learner’s skills, knowledge and learning pattern/styles. Its main purpose is to assess and measure a learners understanding of the subjects against the anticipated outcomes set by the criteria. It is also used to measure a learner’s ability to perform skills set against a set standard which can help to identify what skills the learner already has, as well as identifying any gaps in skills to highlight areas that needs more work on.

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Assessments are primarily used to determine whether learning has occurred. As well as deciding whether the learner has acquired skills, knowledge, understanding or attitudes, assessment gives learners a chance to show how far they have progressed and what they have learned. Gravel & Simpson, 2014). As well as being an excellent tool for identifying learning success, assessments can also be very valuable in setting and agreeing on student learning goals. This is another significant component of the assessment process.

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Having everything linked together using the skills, knowledge, understandings, and essential questions all linked to the established goals and their assessments has ultimately helped me focus on what I want the students

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Students should be assessed on the lessons taught not questions picked from a

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For instance, I learned to appreciate the immense importance of aligning the course assessment methods with the Student Learning Outcomes and the pedagogical techniques implemented in the classroom. Reflecting from personal experience, I suspect that this alignment is crucial since any discordance between course assessment methods and Student Learning Outcomes and/or instructional strategies is likely to be detrimental in regard to student learning and academic performance. Additionally, this course furnished several opportunities for participants to gain practical experience in utilizing a variety of novel, scientifically-proven teaching and learning P a g e | 24 techniques in the classroom (Dunlosky, Rawson, Marsh, Nathan, & Willingham, 2013; Faust & Paulson, 1998; Karpicke & Blunt, 2011). Furthermore, during this course, I learned to appreciate the significance of adopting a growth mindset with respect to the endeavors of teaching and learning, and, likewise, persuading students to embrace a growth mindset and practice the highly-effective metacognition-based learning techniques described by McGuire and McGuire (2015).

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The relevance to the dimension of quality is that it is possible to identify the features of courses that foster a surface or deep approach (Entwistle, 2000). In addition, learning is argued as an activity that combines the aspects of ‘what’ and ‘how’ and, most importantly, how the two aspects are integrated during the learning process. The ‘what’ aspect concerns the activity of learning, and the ‘how’ aspect concerns the structure of a learning task (how learning is done). How the two aspects are merged inform whether students employ a deep approach or a surface approach to learning (Ramsden, 2003). Thus, if learning is focused on the content, e.g. when a text in itself is the object of learning, and the learning task is approached by organizing it into smaller separate parts, a surface approach to learning is adopted.

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Additionally, the tasks need to be constructive and interlinked and provide a challenge to the students while also acting as a motivation factor. The adopting of effective teaching to match the personal strengths of the students ensures that a student’s learning outcome is achieved Holistic assessment should be encouraged to understand what the learner has captured on a learning

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ANALYSE THE EFFECTIVENESS OF ASSESSMENT METHODS IN RELATION TO MEETING THE INDIVIDUAL NEEDS OF LEARNERS. UNIT 2, 6.2 Race, P. (2009) says “we need a richer mix of high-quality assessment formats, and we also need to decrease the overall burden of assessment for ourselves and for our students. We need to measure less, but measure it better.' Using a variety of assessment methods gives students more scope to demonstrate their knowledge and skills across a range of contexts. By adopting a wider catalogue of assessments I can also help support students who may for one reason or another be underprivileged by the extensive use of particular assessment formats.

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This is not how we should view assessments, however. As a teacher, I need to use a variety of assessment tools and methods in my classroom. These assessments should be student-centered and drive the bulk of my instruction. I should use assessments not only to measure the depth of understanding my students have for a concept, but I should also use it to measure the quality and clarity of my instruction. Several years ago,

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Philosophy is defined as one’s own personal beliefs and values. Philosophy in its technical sense might best be thought of in three aspects: an activity, a set of attitudes, and a body of content (Knight, 2006). Within this paper one can find my personal philosophy on educational assessments. When working with students in the learning environment, it becomes the responsibility of the educator to transmit information to pupils, then check for understanding. As part of the checking process, this entails assessing the student.

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The items of assessment must be congruent with the learning objectives to achieve the validity of the exam. This means that the learning objectives and the acquired competencies must align with the questions of the exam. Improper blueprinting can result in a weak representation of a specific domain of the curriculum in the exam or in an irrelevant difficulty of the exam. Also, improper blueprinting can produce a large number of questions that are focused on a single domain of the curriculum (Hamdy

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Self-testing can be done in many different kind of manners, including solving questions and doing exercises at the end of each studying or revising session, using actual or virtual flashcards to stimulate memory or even rewriting notes on subjects without referring to references other than the students’ own brain. However, no matter the effectiveness of self-testing, like any other learning technique, this method can prove to be ineffective if used wrongly. The objective of this method is to encourage the

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