The primary consideration when designing/delivering any module or programme of study, is what you want your students to achieve by the end of their period of study: the intended learning outcomes. Biggs (1996) notes the need for curricula to be constructively aligned such that there is adoption of learning and teaching activities that best realise the intended learning outcomes and appropriate assessment tasks – formative and summative – designed to test whether students have met these intended learning outcomes.
|Title of host publication||A Handbook for Teaching and Learning in Higher Education|
|Subtitle of host publication||Enhancing academic practice|
|Editors||Stephanie Marshall, Heather Fry, Steve Ketteridge|
|Place of Publication||London|
|Number of pages||13|
|Publication status||Published - 2014|