The document discusses the concept of constructive alignment in learning, teaching and assessment. Constructive alignment means that the intended learning outcomes, teaching methods, and assessment tasks are aligned and designed to help students achieve the intended outcomes. The key points are:
- Intended learning outcomes should be expressed as action verbs describing what students will be able to do.
- Teaching and learning activities should engage students in enacting those verbs to help them achieve the outcomes.
- Assessment tasks should provide opportunities for students to demonstrate if they have achieved the outcomes and at what level, by requiring them to perform the verbs.
This is a slide presentation intended for the course on The Teacher and the Curriculum, particularly on the topic of the Teacher as a Curricularist. This presentation explores the extended important role of the teacher as an important member of the curriculum development process.
This is a slide presentation intended for the course on The Teacher and the Curriculum, particularly on the topic of the Teacher as a Curricularist. This presentation explores the extended important role of the teacher as an important member of the curriculum development process.
SELF-REGULATED LEARNING
COMPILED BY SYAHRUL NIZAM JUNAINI
"Self-generated thoughts, feelings and actions that are planned and cyclically adapted to the attainment of personal goal."ISSUES IN STUDENT ENGAGEMENT AND REFLECTION. HOW TO PERFORM REFLECTION DESPITE VARIOUS BARRIERS IN TEACHING? HOW TO ENCOURAGE STUDENT TO REFLECT ON WHAT HAVE THEY LEARNED? MOTIVATED STRATEGIES FOR LEARNING QUESTIONNAIRE (MSLQ) SOURCE: PINTRICH, R. R., & DEGROOT, E. V. (1990). MOTIVATIONAL AND SELF-REGULATED LEARNING COMPONENTS OF CLASSROOM ACADEMIC PERFORMANCE, JOURNAL OF EDUCATIONAL PSYCHOLOGY, 82, 33-40. CHARACTER-RISTICS OF SELF-REGULATED LEARNERS
(SRL) IMPLICATION
FOR
PRACTICE IMPLICATION
FOR
PRACTICE Directed instruction Independent practice Social support Reflective practice "I think a self-regulated student should have and be given full authority (read: autonomy) to plan and execute learning activities to achieve their learning goals." SENIOR LECTURER
FACULTY OF COMPUTER SCIENCE AND INFORMATION TECHNOLOGY
UNIVERSITI MALAYSIA SARAWAK
SYAHRULN@FIT.UNIMAS.MY
Motivation and engagement are necessary for effective learning. Motivation is about energy. Engagement is energy in action or the connection between person and activity.
Richard M. Felder, Ph.D., is Hoechst Celanese Professor Emeritus of Chemical Engineering at North Carolina State University. He received the B.Ch.E. degree from the City College of New York and the Ph.D. in chemical engineering from Princeton University. How do students learn? How do teachers teach? What goes wrong in the process? (Learning and teaching styles). How do I plan a course? How do I identify learning objectives and use them to make sure that my lessons, activities, assignments, and exams are aligned? How do I assess learning and skill development? How do I design instruction and assessment for learning outcomes specified in the ABET
Engineering Criteria and the Washington Accord? How do I design tests that are both rigorous and fair? What can I do in the first week to get my course off to a good start? What do I need to do to be an effective lecturer? How can I get students actively involved in learning, even if there are 200 in the class? How can new staff members become fully effective in teaching and productive in research in 1–2 years instead of the usual 4–5 years?
SYAHRUL NIZAM JUNAINIPENSYARAH KANANFAKULTI SAINS KOMPUTER & TEK. MAKLUMAT UNIVERSITI MALAYSIA SARAWAK, Ada apa dengan privasi?
, Peranan Teknologi Peningkatan Privasi (PET)
, Kes kecurian data
, Pendekatan menangani
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PRIVASI?
“Malaysia perlu sentiasa bersedia dan kita perlu meningkatkan tahap keselamatan siber agar sistem siber negara kita tidak mudah diceroboh oleh pihak tidak bertanggungjawab.”DATUK SERI HISHAMMUDDIN TUN HUSSEINMENTERI PERTAHANAN, Meningkatkan kawalan terhadap data peribadi. ,KES
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DATA , syahruln.blogspot.com, www.slideshare.net/syahrulnjunaini, my.linkedin.com/in/syahrulnjunaini,
SYAHRUL NIZAM JUNAINI, UNIVERSITI MALAYSIA SARAWAK, WORKSHOP CONDUCTED ON EFFECTIVE TEACHING STRATEGY USING MIND MAP, SK GREEN ROAD, KUCHING, MALAYSIA, 28 MAR 2013, Mind map benefits, How to mind map?, Mind map for teachers, It was a picture outside my head of what was inside my head - 'mind map' is the language my brain spoke. Tony Buzan
, Appeal to senses with visual elements, Easy recall of
important information, Generate creative ideas, Lesson Preparation, Delivering Lessons, Curriculum Planning, Creating Handouts, Encouraging Discussion , Student Assessment, flaticon.com, textureking.com, freepik.com
pixabay.com, mind-mapping.co.uk, educatorstechnology.com, elearningindustry.com
inspiration.com, thinkbuzan.com, SENIOR LECTURER
FACULTY OF COMPUTER SCIENCE AND INFORMATION TECHNOLOGY, UNIVERSITI MALAYSIA SARAWAK, SYAHRULN@FIT.UNIMAS.MY
Ceramah peta minda untuk guru. Jemputan ceramah teknik mengajar berkesan, program latihan guru, mind mapping software, mind map online, mind map examples, mind mapping tools, mind map free, mind mapping app, mind mapping definition, mindmapper, mind map ideas, mind map generator, mind map, mind map template, mind map software
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On the Support of a Similarity-Enabled Relational Database Management System ...Universidade de São Paulo
Crowdsourcing solutions can be helpful to extract information from disaster-related data during crisis management. However, certain information can only be obtained through similarity operations. Some of them also depend on additional data stored in a Relational Database Management System (RDBMS). In this context, several works focus on crisis management supported by data. Nevertheless, none of them provides a methodology for employing a similarity-enabled RDBMS in disaster-relief tasks. To fill this gap, we introduce a similarity-enabled methodology together with a supporting architecture named Data-Centric Crisis Management (DCCM), which employs our methods over a RDBMS. We evaluate our proposal through three tasks: classification of incoming data regarding current events, identifying relevant information to guide rescue teams; filtering of incoming data, enhancing the decision support by removing near-duplicate data; and similarity retrieval of historical data, supporting analytical comprehension of the crisis context. To make it possible, similarity-based operations were implemented within one popular, open-source RDBMS. Results using real data from Flickr show that the proposed methodology over DCCM is feasible for real-time applications. In addition to high performance, accurate results were obtained with a proper combination of techniques for each task. At last, given its accuracy and efficiency, we expect our work to provide a framework for further developments on crisis management solutions.
The Student Activity Meter for Awareness and Self-reflectionSten Govaerts
These slides present the iterative design and evaluation the student activity meter.
Presented for students of the KULeuven CHI course of prof. Erik Duval.
Hennepin County Brookdale Regional Center - High Performance Building Case StudyLoren Abraham
This presentation details the sustainable strategies employed in the Remodeling and Addition for the Hennepin County Brookdale Regional Center, the first major building to be designed according to the Minnesota Sustainable Building Design Guide or B3 requirements.. This High Performance Building Case Study also summarizes the extensive daylighting analysis performed during the design of the project. The $20 Million Government Center houses a 60,000 SF public Library, Social Services Offices, Community Center, Courts facility, and state license service center. This project has won numersous awards and has been acclaimed as one of the best examples of daylighting in a public library in the US by library experts.
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Web Presentation for the University of Oulu, Finland, April 24, 2007
Clarity in the curriculum: Using Constructive Alignment to improve your moduleEmma Kennedy
This workshop was delivered at a meeting of the German Academic Exchange (DAAD) in December 2016. It focuses on aligning the higher education curriculum at module and session levels.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
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The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
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Instructions for Submissions thorugh G- Classroom.pptx
John Biggs And Catherine Tang 2008
1. Constructive Alignment in Learning, Teaching and Assessment John Biggs Catherine Tang ATN Assessment Conference: “Engaging Students in Assessment” U of SA, 20-21 November, 2008
2. Activity 1 As a teacher, what do you want to achieve in teaching? Share your views with your colleagues.
3. The focus in teaching is not what we teach but what we would like our students to learn and how we can help them achieve that. The first step therefore is to define the intended learning outcomes for our students. Teaching and assessment are then designed and implemented to align to these outcomes.
4. The Intended Outcomes of This Session 1. Explain constructive alignment. 2. Identify intended learning outcomes for one of your teaching units. 3. Design teaching/learning activities to best achieve one of your intended learning outcomes. 4. Design tasks to assess how well the intended learning outcome has been achieved. 5. Reflect on the impact of this session on your teaching and assessment.
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6. Implementing Constructive Alignment in Learning, Teaching and Assessment ILO: What the student has to learn Teaching: Engaging the student in the verb in the ILO Assessment: How well the student has achieved the ILO
7. Constructive Alignment Intended Learning Outcomes (ILOs) expressed as verbs students have to enact A The very best understanding that could be reasonably expected: verbs such as hypothesise, apply to “far” domains, generate, create, critically review etc. B Highly satisfactory understanding: verbs such as explain, solve, analyse, evaluate, justify etc. C Quite satisfactory learning, with under- standing at a declarative level: verbs such as describe, elaborate, classify etc. D Understanding at a level that would warrant a Pass: low level verbs, also inadequate but salvageable higher level attempts. Teaching / Learning Activities Designed to elicit desired ILO verbs May be: Large class activities Small class activities Teacher-managed Peer-managed Self-managed Classroom-based Outside classroom as best suits context Assessment Tasks Format such that the target verbs are elicited and deployed in context. Criteria clearly allow judgement as to the quality of the student's performance
8. Designing Constructively Aligned Teaching and Assessment There are four steps in designing such teaching and assessment: 1. describe intended outcomes in the form of standards students are to attain using appropriate learning verbs. 2. create a learning environment likely to bring about the intended outcomes. 3. use assessment tasks enabling you to judge if and how well students’ performances meet the outcomes. 4. develop grading criteria ( rubrics ) for judging the quality of student performance.
9. Intended Learning Outcomes (ILOs) University level What are the attributes of an ideal graduate of the University? Programme level What are the intended learning outcomes for students enrolled in the programme? Subject/Unit level What are the intended learning outcomes for students taking a particular subject/unit at a particular level within the programme?
10. Intended Learning Outcomes (ILOs) . Statements of what students are expected to be able to do as a result of engaging in the learning process (studying a subject/programme). . ILOs should reflect the level of the programme / subject. . Expressed from the students' perspective. . Expressed in the form of action verbs leading to observable and assessable outcomes. . Related to criteria for assessing student performance.
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12. Procedures in Designing Subject ILOs 1. Select the topics to be taught. 2. Decide the levels of understanding/performance the students are expected to achieve for the different topics. 3. Consider if all the ILOs are of equal importance. 4. Ensure a clear understanding and agreement of the ILOs within the teaching team and other relevant parties e.g. External Reviewer. 5. Communicate the ILOs to students.
13. The SOLO Taxonomy with sample verbs indicating levels of understanding Competence Prestructural Unistructural Multistructural Relational Extended Abstract one relevant several relevant integrated into generalized to aspect independent aspects a structure new domain Incompetence Fail Incompetent Misses point Identify Name Follow simple procedure Combine Describe Enumerate Perform serial skills List Analyse Apply Argue Compare/ contrast Criticize Explain causes Relate Justify Create Formulate Generate Hypothesize Reflect Theorize . . . .
14. Some vague ILO verbs – to be avoided Appreciate Become aware of Familiarise with Know Learn about Understand These verbs don’t tell the student or the teacher how they would know if the ILO has been met. ILOs need to specify a standard of performance.
15. Activity 2 - Writing Subject ILOs Take a subject that you are teaching. Consider the subject aim and write the subject ILOs by identifying: 1 . The content or topic to be learned. 2. The intended level of understanding/performance to be achieved. Now go across the rows and write out the subject ILOs by stating the content and the intended level of understanding/performance. Subject ILOs: 1. 2. 3. Content / topic Intended level of understanding /performance
16. Programme and Subject ILOs Alignment between the programme and subject ILOs 1. Are the ILOs aligned? 2. Do the subject ILOs appropriately address the programme ILOs? 3. Are there any gaps? Programme ILOs Subject ILOs Subject 1 Subject 2 Subject 3
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20. Activity 3 – Designing Teaching and Learning Activities Refer to one of the subject ILOs that you have identified in Activity 2, design TLAs to align with the ILO. Subject ILO: Now double-check if the student learning activities are aligned to the verbs nominated in the subject ILO. Share your ideas with your colleagues. Teaching situation Teaching activities Learning activities (What the teacher does) (What the students do)
21. Assessment Tasks (ATs) . Provide students the opportunity to demonstrate whether or not they have achieved the ILOs and what level their performance is in those ILOs. . Should be appropriately designed or selected to address the ILOs that we want to assess. . Different assessment methods (tasks) address different ILOs There should therefore be several kinds of task. . Provide the evidence allowing teachers to make a judgment about the level of a student’s performance against the ILOs and to award a final grade.
22. Constructive Alignment of ILOs and Assessment Tasks Subject ILO 5 Subject ILO 4 Subject ILO 3 Subject ILO 2 Subject ILO 1 AT 3 AT 2 AT 1 Assessment Tasks Subject ILOs Consider if : all ILOs are being addressed? there is a balanced coverage of the ILOs? the more important ILOs are given appropriate assessment emphasis.
23. Designing Assessment Tasks (ATs) Steps: 1. Select a practicable task that embodies the target ILO verb. (Try using the TLA as an AT first). 2. Make a judgment on how well the ILO has been met by the students' performance in the ATs – developing grading criteria (rubrics).
24. A range of different assessment tasks may be required to address the range of ILOs of a subject. Questions to be asked in selecting assessment tasks: 1 . Are the assessment tasks aligned to their appropriate ILOs? Are the students required to engage in the verbs identified in the ILOs? 2. Are the assessment tasks practicable with respect to available time and resources? 3. Do the assessment tasks reflect the relative importance of the subject ILOs? 4. Is the assessment workload realistic for teachers and students? Selecting Assessment Tasks
25. Common ILOs Possible Assessment Tasks Describe Assignment, essay question exam Explain Assignment, essay question exam, oral presentation Integrate Project, assignment Analyse Case study, assignment Apply Project, case study, experiment Solve problem Case study, project, experiment Design, create Project, experiment, poster Reflect Reflective diary, portfolio, self-assessment Communicate A range of oral, writing or listening tasks addressing the ILOs, e.g. presentation, debate, role play, reporting, assignment, précis, paraphrasing, answering questions etc.
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28. Implementing Constructive Alignment in Learning, Teaching and Assessment ILO: What the student has to learn Teaching: Engaging the student in the verb in the ILO Assessment: How well the student has achieved the ILO
29. Using a Venn Diagram 1 2 4 3 psychologist student school Give examples of interactions at: 1. 2. 3. 4.
30. Activity 4 – Designing Assessment Tasks Refer to one of the subject intended learning outcomes you have written in Activity 2, design assessment task(s) to address this ILO. Subject ILO: Now double-check if the student activities are aligned to the verb(s) nominated in the subject ILO. Share your ideas with your colleagues. Assessment Task Student activities to complete the task
32. Assessing by Marks For: . Used to it. . Seems to be the logical way to assess in certain subjects. . Logistically easy. Against: . Defines quality in terms of accumulating small quantities. . Measurement error also accumulates, thus invalidating fine discriminations. E.g. there is no valid difference between 74 and 75, yet to the student it can make a BIG difference - an HD or a D! Or worse, the difference between pass or fail. . Sends undesirable messages to students (backwash).
36. Example of Grading Criteria for ILOs Pass Satisfactory Good Excellent D D+ C- C C+ B- B B+ A- A A+ 1.00 1.30 1.70 2.00 2.30 2.70 3.00 3.30 3.70 4.00 4.30 ILOs Explain Able to identify and briefly Able to identify a number Able to identify a full As in “Good” but write about limited points. relevant points with some range of relevant provides views on Very little evidence of details. Uses these points Points with details. possible alternative using these points to to provide a fair reasoning Supported by relevant causes and/or results provide reasoning to or causality. No evidence literature. Points are under changing why they are inter- of a comprehensive organized to provide a conditions. Able to related. overview of reasoning comprehensive and link current or causality. cohesive reasoning or reasoning to causality. situations in real- life professional contexts. Reflect Able to use available Able to use available Able to use available As in “Good”. Able information to self- information to self- information to self- to generalize self- evaluate and identify evaluate and identify evaluate and identify evaluation to beyond limited aspects of own more aspects of own the full range of own existing context. strengths and weaknesses strengths and weaknesses strengths and weak- Suggest ways of in a general sense. No in a general sense. Little nesses. Self-evaluation improving perform- evidence of suggestions application of theory in is based on theory. ance to real-life of ways to improve self-evaluation and limited Increasingly able to professional performance. No evidence suggestions of ways to suggest ways to contest. of theory being used in improve performance. improve performance self-evaluation. in a specific context.
37. Holistic Grading of Assessment Tasks (e.g. a portfolio) Marginal Adequate Good Excellent D D+ C- C C+ B- B B+ A- A A+ 1.00 1.30 1.70 2.00 2.30 2.70 3.00 3.30 3.70 4.00 4.30 The pieces of evidence The evidence is relevant, The evidence presents a As in “B” but with are relevant and accurate and covers good appreciation of higher degree of accurate, but are several aspects of the the general thrust of the originality and isolated, addressing course. Little evidence of course. Good coverage evidence of inter- one aspect of the an overall view of the with relevant and nalization into course. Demonstration course. Demonstrates accurate support. A clear personalized model of understanding in a declarative understanding view of how various of practice. Good minimally acceptable of a reasonable amount of aspects of the course evidence of reflect- way. Poor coverage, no content. Able to discuss integrate to form a ion on own originality, weak content meaningfully. thrust or purpose. performance based justification of portfolio Good coverage but little Good evidence of on theory. items. Inappropriate Application or integration. application of course Generalizes course self-evaluation. Fair justification of items. Content to practice. content to new and Attempted realistic self- Portfolio items well unfamiliar real- evaluation. justified. Realistic life contexts. self-evaluation.
38. Deriving a Final Grade (Quantitatively) . Award individual grades based on the grading criteria. . Convert grades to numerals e.g. using the grade point scale. . Combine (average) the individual grade points to arrive at a final grade point. . Convert the final grade point back to a final grade.
39. Deriving a Final Grade (Holistically) Curriculum and Instruction: A subject in a course for Ed. Psychlsts. Grading will be based on your attaining the following ILOs 1. Apply the principles of good teaching and assessment to chosen contexts. 2. Relate selected aspects of curriculum design and management to the educational system in Hong Kong. 3. Apply the content and experiences in this subject to enhance your effectiveness as an educational psychologist. 4. Show examples of your reflective decision-making as an educational psychologist. Final grades will depend on how well you can demonstrate that you have met all the ILOs: A Awarded if you have clearly met all the ILOs, provide evidence of original and creative thinking, perhaps going beyond established practice. B Awarded when all ILOs have been met very well and effectively. C Awarded when the ILOs have been addressed satisfactorily, or where the evidence is strong in some ILOs, weaker but acceptable in others. F Less than C, work plagiarised, not submitted.
40. Activity 5 Take a few minutes to reflect on the following: 1. One important point that you have gained from this session. 2. One question you still have on designing constructively aligned learning, teaching and assessment. 3. One action you will take in your future teaching and assessment based on the discussion of this session. Please share with us your reflection on the above issues.
41. References Biggs, J. & Tang, C. (3rd Ed) (2007) . Teaching for Quality Learning at University . Maidenhead: Open University Press/McGraw Hill.