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dc.contributor.authorM. Meyers, Noel
dc.contributor.authorNulty, Duncan
dc.date.accessioned2017-05-03T14:33:27Z
dc.date.available2017-05-03T14:33:27Z
dc.date.issued2009
dc.date.modified2011-04-06T05:32:36Z
dc.identifier.issn1469-297X
dc.identifier.doi10.1080/02602930802226502
dc.identifier.urihttp://hdl.handle.net/10072/30062
dc.description.abstractIn this article, we articulate five principles of curriculum design and illustrate their application in a third-year undergraduate course for environmental and ecological scientists. In this way, we provide a practical framework for others wishing to enhance their students' learning. To apply the five principles, we created a learning environment consisting of a broad range of learning resources and activities which were structured and sequenced with an integrated assessment strategy. The combined effect of this ensured alignment between the learning environment we created, the thinking approaches students used and the learning outcomes they achieved. More specifically, the assessment activities guided students by requiring them to recognise when their understanding was limited - and then to engage them in thinking approaches that would develop their understanding further. By providing a framework of thoughts, ideas and information, we sought to progressively enhance the sophistication of our learners' thinking. Thus, the assessment required students to integrate, synthesise and construct their understandings in ways consistent with the discipline and the professional pathways on which they had embarked. We intend that this illustration will act as a guide to other academics to adopt the same principles in their teaching.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.format.extent88941 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglish
dc.language.isoeng
dc.publisherTaylor & Francis
dc.publisher.placeUnited Kingdom
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom565
dc.relation.ispartofpageto577
dc.relation.ispartofissue5
dc.relation.ispartofjournalAssessment & Evaluation in Higher Education
dc.relation.ispartofvolume34
dc.rights.retentionY
dc.subject.fieldofresearchEducation Assessment and Evaluation
dc.subject.fieldofresearchEducation
dc.subject.fieldofresearchcode130303
dc.subject.fieldofresearchcode13
dc.titleHow to use (five) curriculum design principles to align authentic learning environments, assessment, students' approaches to thinking and learning outcomes
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.rights.copyright© 2009 Routledge. This is an electronic version of an article published in Assessment & Evaluation in Higher Education, Volume 34, Issue 5, Pages 565 - 577 . Assessment & Evaluation in Higher Education is available online at: http://www.informaworld.com with the open URL of your article.
gro.date.issued2009
gro.hasfulltextFull Text
gro.griffith.authorNulty, Duncan D.


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