• Corpus ID: 143981437

Teaching For Quality Learning At University

  title={Teaching For Quality Learning At University},
  author={John B. Biggs and Catherine So-kum Tang},
generalize create, solve unseen problems, extrapolate to unknown domains 22831.indb 124 6/15/11 2:11 PM Designing intended learning outcomes 125 • the verb at the appropriate level of understanding or of performance intended; • the topic content the verb is meant to address, the object of the verb in other words; • the context of the content discipline in which the verb is to be deployed. The ILOs for the course The Nature of Teaching and Learning illustrate these points: 1 Explain why a… 


This paper describes a project that proposes a strategy to address the weaknesses in students abilities for abstract thinking and generic problem-solving skills. We suggest focusing on problemsolving

Approaches to Study and the Quality of Learning. Some Empirical Evidence from Engineering Education

Abstract In the late 1990s failure rates in a first-year introductory calculus course at the Norwegian University of Science and Technology reached peak levels. This paper reports on findings from an

The Trouble with our Learning Outcomes : with apologies to Hussey and Smith

The introduction of intended learning outcomes into programmes within Glasgow School of Art has been largely without incident or change to student success rates. In the five years since, they have

How can writing develop students' deep approaches to learning in the engineering curriculum?

Background: Recent national and international research has identified a number of gaps in the development of engineering graduate capabilities: one is the real-world problem-solving ability, which is

Large Programming Task vs Questions-and-Answers Examination in Java Introductory Courses

This study investigates two different forms of examination in introductory Java programming courses: computer-based examination where the students are given one relatively large programming task

What the student does: teaching for enhanced learning

Many teachers see major difficulties in maintaining academic standards in today's larger and more diversified classes. The problem becomes more tractable if learning outcomes are seen as more a

Using cognitive load theory to interpret student difficulties with a problem-based learning approach to engineering education: a case study.

This article reports on an investigationwith first year undergraduate ProductDesign and Management students within a School of Engineering and Applied Science. The students at the time of this

Revisiting “Beyond Instructional Design”

Design Alchemy demonstrates that the design of learning environments can be effectively and efficiently produced without explicit or initial reference to subject-matter; instead, a design focused on alignment of learning outcomes, learning activities and assessment is sufficient to create a course and in itself will define the necessary subject- matter resources.

Enhancing of teaching and learning through constructive alignment

This article elucidates issues about practical knowledge/deep learning on the current teaching and learning preaching practices in the Department of Practical Theology at the Faculty of Theology of

Interactions Between Teaching and Research: Developing Pedagogical Content Knowledge for Real Analysis

In this chapter, I describe five practices that I use in teaching undergraduate mathematics: regular testing on definitions, tasks that involve extending example spaces, tasks that involve



What do inventories of students' learning processes really measure? A theoretical review and clarification.

  • J. Biggs
  • Education
    The British journal of educational psychology
  • 1993
It is suggested that student learning is best construed within a teaching/learning context that functions as an 'open system', a model that brings some clarity to the use and interpretation of study process inventories, and that locates their value in yielding functionally useful data to researchers, teachers, and staff developers.

Enhancing teaching through constructive alignment

Two lines of thinking are becoming increasingly important in higher educational practice. The first derives from constructivist learning theory, and the second from the instructional design


Summary. This paper describes an attempt to identify different levels of processing of information among groups of Swedish university students who were asked to read substantial passages of prose.

New Views of Student Learning: Implications for Educational Measurement.

Abstract : Recent research in cognitive psychology has drawn attention to the important role that students' personal understandings and representations of subject matter play in the learning process.

Conceptions of teaching and their relationship to student learning

It is now well established that students can hold differing, but readily identifiable, conceptions of learning. This study attempted to discover whether parallel conceptions of teaching can be

Handbook On Formative and Summative Evaluation of Student Learning

In Part 1 the senior authors begin the attempt to convey the state of the art, with emphasis upon "mastery learning", formative and summative evaluation, and the two taxonomies produced by Bloom and associates.

The ‘Power Test’: its impact on student learning in a materials science course for engineering students

Abstract This paper explores the impact on students’ learning of a change in assessment in a materials science course for engineers. The theory behind the move is discussed with reference to previous

Developing a context-based PBL model

Problem-based learning (PBL) is a curriculum design and a teaching / learning strategy which was developed in the West to help students develop higher order thinking and disciplinary knowledge based

A Systems Approach to Educational Testing

Our concern in this paper is with the validity of educational tests when they are employed as critical measures of educational outcomes within a dynamic system. The problem of validity arises if an

Action Research into the Quality of Student Learning: A Paradigm for Faculty Development.

Quality Assurance for Teaching Higher education has been the subject of increasing criticism in recent years. Daly [12], for example, reviewed no less than thirty-seven major reports and articles