Formative and summative assessment and the notion of constructive alignment
Lee, Chrisann & Muldoon, Nona (2005) Formative and summative assessment and the notion of constructive alignment. In International Conferenec on Enhancing Teaching & Learning through Assessment, June 2005, Hong Kong.
This paper discusses the different perceptions of first year accounting students about their tutorial activities and their engagements in assessment. As the literature suggests, unless participation in learning activities forms part of graded assessment, it is often difficult to engage students in these activities. Using an action research model, this paper reports the study of first year accounting students' responses to action-oriented learning tasks in tutorials. The paper focuses on the importance of aligning curriculum objectives, learning and teaching activities and assessment, i.e. the notion of constructive alignment. However, as the research findings indicate, without support at institutional level, applying constructive alignment to facilitate quality student learning outcomes is a difficult task. Thus, the impacts of policy constraints on curriculum issues are also discussed, focusing on the limitations faced by tutors and their lack of involvement in curriculum development.
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|Item Type:||Conference Paper|
|Additional Information:||Full text on I: drive. For ERA. I:\Support_for_Research\ePrints\FULLTEXT-DOCUMENTS\ERA-Trial|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > Curriculum and Pedagogy Theory and Development (130202)|
|Divisions:||Current > QUT Faculties and Divisions > QUT Business School|
Current > Schools > School of Accountancy
|Copyright Owner:||Copyright 2005 The Assessment Resource Centre, The Hong Kong Polytechnic University.|
|Deposited On:||15 Jun 2009 11:09|
|Last Modified:||11 Aug 2011 02:22|
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