ERIC Number: EJ1130452
Record Type: Journal
Publication Date: 2017
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1356-2517
EISSN: N/A
Constructive Alignment in Economics Teaching: A Reflection on Effective Implementation
Teaching in Higher Education, v22 n3 p336-348 2017
The typical approach to student-centred learning in Economics has focused on innovation within the classroom, with little thought given to how this complements teaching and learning and, crucially, assessment. This paper reflects on the implementation of constructive alignment in a final year managerial economics course. It demonstrates how it is possible to design coursework assessment for economics which both encourages constructivist learning, while also limiting the potential for plagiarism. The successful assessment allows students' autonomy in selecting what evidence matches the assessment requirements. Further, the teaching, learning and formative assessment activities recommended are crafted to directly align with the requirements of the summative assessment. This structured alignment process, by providing repeated formal and informal feedback, produces levels of student engagement and reflection that facilitates deeper learning.
Descriptors: Foreign Countries, Alignment (Education), Economics Education, Student Centered Learning, Program Implementation, Curriculum Design, Business Administration Education, Constructivism (Learning), Plagiarism, Personal Autonomy, Formative Evaluation, Summative Evaluation, Feedback (Response), Learner Engagement, Critical Thinking, Reflection, Theory Practice Relationship, Evaluation Methods, College Students
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom
Grant or Contract Numbers: N/A