Teaching for Quality Learning at University 5e

John Biggs, Catherine Tang, Gregor Kennedy

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Open University Press
24 November 2022

Examinations & assessment; Higher & further education, tertiary education

“Biggs and Tang, now with Kennedy, have ensured this new edition remains an international leader for university teaching for the next decade.” Denise Chalmers AM, Emeritus Professor, University of Western Australia, Australia

“This book, a fifth edition, can truly be called a “classic” on the topic of teaching, learning and curriculum design in higher education.” Michael Prosser, Honorary Professorial Fellow, Centre for the Study of Higher Education, University of Melbourne, Australia

“You should be inspired to increase the quality of your teaching, your learning, and your learning about teaching.” John R. Kirby, Professor Emeritus of Educational Psychology, Queen’s University, Canada

The concept of constructive alignment has supported generations of students and teachers within higher education. It is a ‘backward design’ method of teaching where the student outcomes are identified first and the teacher then designs teaching activities to enable students to achieve those outcomes, assessing how well they have been achieved. Each chapter outlines how to design the learning outcomes, teaching and assessments for success in learning.

This updated edition of Teaching for Quality Learning at University: • Provides a comprehensive, research-based theory of teaching for teacher reflection • Outlines how educational technology can be used in constructively aligned teaching • Helps staff developers to provide support for staff and departments in line with institutional policies • Offers a framework for quality assurance and quality enhancement across a whole institution

Teaching for Quality Learning at University continues to be used as a framework for designing higher education teaching systems globally and is essential reading for those in the field.

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. He developed his concept of constructive alignment at the University of Hong Kong, first outlined in Teaching for Quality Learning at University in 1999.

Catherine Tang has over 15 years of teaching experience in tertiary education and is the former Head of the Centre for Learning, Teaching and Supervision at the Education University of Hong Kong (the then Hong Kong Institute of Education) and the Educational Development Centre at the Hong Kong Polytechnic University.

Gregor Kennedy is the Deputy Vice-Chancellor (Academic) at the University of Melbourne, Australia and a Professor of Higher Education in the Melbourne Centre for the Study of Higher Education.

By: John Biggs, Catherine Tang, Gregor Kennedy
Imprint: Open University Press
Country of Publication: United Kingdom
Edition: 5th edition
Dimensions: Height: 227mm, Width: 152mm, Spine: 22mm
Weight: 590g
ISBN: 9780335250820
ISBN 10: 0335250823
Pages: 440
Publication Date: 24 November 2022
Audience: Professional and scholarly , Undergraduate
Format: Paperback
Publisher's Status: Active

PART I: EFFECTIVE TEACHING AND LEARNING FOR TODAY’S UNIVERSITIES 1.The Changing Scene in University Teaching 2.Teaching According to how Students Learn 3.Setting the Stage for Effective Teaching 4.Contexts for Effective Teaching and Learning 5.Knowledge and Understanding 6.Constructively Aligned Teaching and Assessment PART II: DESIGNING CONSTRUCTIVELY ALIGNED OUTCOMES-BASED TEACHING AND LEARNING 7. Designing Intended Learning Outcomes 8.Teaching/Learning Activities for Declarative Intended Learning Outcomes 9.Teaching/Learning Activities for Functioning Intended Learning Outcomes 10.Aligning Assessment Tasks with Intended Learning Outcomes: Principles 11.Assessing and Grading for Declarative Intended Learning Outcomes 12.Assessing and Grading for Functioning Intended Learning Outcomes PART III: CONSTRUCTIVE ALIGNMENT IN ACTION 13.Implementing, Supporting and Enhancing Constructive Alignment 14. Constructive Alignment as Implemented: Some Examples

Catherine Tang obtained her PhD in Education from the University of Hong Kong in 1991, her dissertation focusing on assessment practices that aligned directly to course objectives. She has been engaged in staff development ever since, holding the posts of Deputy Director, later Head, of the Educational Development Centre at the Hong Kong Polytechnic University and Head of the Centre for Learning, Teaching and Supervision at the Hong Kong Institute of Education. She now works as an educational consultant in Hobart, Australia.

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Teaching for Quality Learning at University 5e

John Biggs, Catherine Tang, Gregor Kennedy

$98.95

Paperback

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