List of boxes | p. viii |
List of figures | p. x |
List of tables | p. xi |
List of tasks | p. xiii |
Foreword to original edition | p. xv |
Preface to third edition | p. xvii |
Acknowledgements | p. xix |
When you have read this book | p. xx |
The changing scene in university teaching | p. 1 |
Teaching according to how students learn | p. 15 |
Setting the stage for effective teaching | p. 31 |
Using constructive alignment in outcomes-based teaching and learning | p. 50 |
Designing intended learning outcomes | p. 64 |
Contexts for effective teaching and learning | p. 91 |
Teaching/learning activities for declarative knowledge | p. 104 |
Teaching/learning activities for functioning knowledge | p. 135 |
Aligning assessment with intended learning outcomes: Principles | p. 163 |
Assessing and grading declarative knowledge | p. 195 |
Assessing and grading functioning knowledge | p. 217 |
Implementing constructive alignment | p. 247 |
Constructive alignment as implemented: Some examples | p. 284 |
References | p. 318 |
Index | p. 331 |
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