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Teaching for Quality Learning at University
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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 Acknowledgements The outcomes we intend readers to achievePart 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-basedteaching 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 learningoutcomes Assessing and grading for functioning intended learningoutcomes Part 3: Constructive alignment in action Implementing, supporting and enhancing constructivealignment Constructive alignment as implemented: some examples References Index

About the Author

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.

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