GARDNERs response to Learning Task 12 | ||||||||||
Good Evening Team This week, I'd like to take the lead in our group discussion. Please feel free to make any comments on my summary. Constructive Alignment A constructive alignment design is a framework that aims to make sure that students are learning what they are supposed to learn. It involves clearly stating the expectations of the students and engaging them in activities that will help them reach their goals. Assessment tasks are also designed to enable clear and objective judgments about the effectiveness of the teaching. Constructive alignment occurs when we involve the students in activities that are designed to help them develop their skills and knowledge. It can also occur when the assessment is aligned with our goals and the expectations of the students. If the assessment is conducted in a manner that is aligned with our intentions, then students are more likely to achieve their goals. In the higher educational institute's recommended method for unit design, the framework of constructive alignment is represented: âImbalance in the system will lead to poor teaching and surface learning. Non-alignment is signified by inconsistencies, unmet expectations, and practices that contradict what we preachâ (Biggs 2003: 26) The increasing emphasis on the importance of assessment practice has led to a shift in the way university teaching is conducted. Instead of focusing on the individual teacher, it has been shifted to a more systematic approach that involves the institution. One of the concerning factors in higher education that affects the constructivist approach is benchmarking and defining outcomes, such as in LTAS and the statements of graduate attributes, which provides an outcomes-based framework into which outcomes-based models of teaching and assessment readily fit. All of these concerning institutional issues can be overcome through curriculum review and adjusting the internal operations for the benefit of our students. Â Learning task 12 Course: ISF21 â Foundation Information Systems Mode: Blended Session type: Tutorial Course learning outcome: Describe all phases of Systems Analysis and Design. Â
 The constructivist approach is very helpful in the teaching and learning process as it enables students to develop critical thinking and develop an understanding of content. The students were able to relate the content to a real-life scenario instead of writing the textbook definitions. Lastly, peer assessment was one of the best learning tools that I have learnt in this course. Peer assessment in my tutorial session was effective as it encouraged students to critically reflect on each others' work and identify gaps in their knowledge. References Biggs. J. (2003) Teaching for Quality Learning at University â What the Student Does 2nd Edition SRHE / Open University Press, Buckingham.  Available at http://udprism01.ucd.ie/TalisPrism/doOpenURLSearch.do?sid=Talis:prod_talis&pid=Key%3A1400700%3BArtifactType%3AMarc21Slim%3BsearchLocation%3Atalislms Biggs, J. (2014). Constructive alignment in university teaching. HERDSA Review of Higher Education, 1, 5-22. Tyler, R.W. (1949). Basic principles of curriculum and instruction. Chicago: University of Chicago Press. Thank you Rishneel Attachments: |
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