The Design of Curriculum, Assessment and Evaluation in Higher Education with Constructive Alignment.

Inhalt

Autor/Urheber	Ali, Liaqat
Institution	Asian Online Journal Publishing Group
Titel	The Design of Curriculum, Assessment and Evaluation in Higher Education with Constructive Alignment.
Quelle	In: doi:10.20448/journal.509.2018.51.72.78; Journal of Education and e-Learning Research; Vol 5 No 1 (2018); 72-78(2019) PDF als Volltext kostenfreie Datei
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
DOI	10.20448/journal.509.2018.51.72.78
Abstract	In higher education, the principle of constructive alignment for devising teaching, learning activities and assessment tasks is the underpinning concept in curriculum design and development to achieve intended learning outcomes. Student's deep learning is critical and it is the responsibility of the curriculum developer to make sure that synergy between formative and summative assessment is achieved. Also, the needs for special education must be addressed and diversity must be achieved through multiple channels throughout the process of learning, teaching and assessment. Constructive alignment is considered as a key element in education design. However, this requires time and effort in designing teaching and assessment. Due to the importance of constructive alignment, the research in this paper discusses issues relevant to the process of curriculum design and development with the emphasis on students with special needs. Conclusion is drawn based on the literature review.
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