Constructive Alignment for Teaching Computer Science

1
Constructive Alignment for Teaching Computer
Science
Koli2007 Keynote
Claus Brabrand ((( brabrand_at_itu.dk ))) (((
http//www.itu.dk/people/brabrand/ ))) Associate
Professor, IT University of Copenhagen
Denmark
2
utline
O

• Introduction
• Background, Motivation, and Expectations

• The Theory of Constructive Alignment
• Teaching Teaching Understanding Understanding

• From Theory to Practice
• From content to competence

--- short (10) break ---

• Implementing Alignment (case study)
• Implementing alignment in Teaching Computer
  Science

• Computer Science Analysis
• Preliminary Analysis of DK experiences (new
  grade scale)

• Open discussion
• QnA / open debate / discussion,

3
First exercise
T

• Before we start Post-It exercise

• Write down answer to
• "what is good teaching?"
• 2)

Swap Post-Its...
4
Background ( this talk)

• Concurrency 20042005
• "Pre-alignment"
• Exposure to teaching/learning theories
• Constructive Alignment
• The SOLO Taxonomy
• Concurrency 20062007
• "Post-alignment"

5
utline
O

• Introduction
• Background, Motivation, and Expectations

• The Theory of Constructive Alignment
• FILM Teaching Teaching Understanding
  Understanding

• From Theory to Practice
• From content to competence

--- short (10) break ---

• Implementing Alignment (case study)
• Implementing alignment in Teaching Computer
  Science

• Computer Science Analysis
• Preliminary Analysis of DK experiences (new
  grade scale)

• Open discussion
• QnA / open debate / discussion,

6
Let's watch the short-film...
(((
)))
Teaching Teaching Understanding Understanding
Inspired by "Teaching for Quality Learning at
University", John Biggs
Available on DVD through Aarhus University
Press ((( http//www.daimi.au.dk/brabrand/short-
film/ ))) Features Epilogue by John Biggs, DVD
menu, and subtitles inEnglish, French, Spanish,
Portuguese, Italian, German, and Danish Won The
Golden Ratio 2006 Award for Best Educational
Video (4000 DVDs sold)
7
utline
O

• Introduction
• Background, Motivation, and Expectations

• The Theory of Constructive Alignment
• FILM Teaching Teaching Understanding
  Understanding

• From Theory to Practice
• From content to competence

--- short (10) break ---

• Implementing Alignment (case study)
• Implementing alignment in Teaching Computer
  Science

• Computer Science Analysis
• Preliminary Analysis of DK experiences (new
  grade scale)

• Open discussion
• QnA / open debate / discussion,

8
From Content to Competence

• The pre-alignment Concurrency course aims
• Given in terms of a 'content description'
• Essentially

• The goal is...
• To understand
• deadlock
• interference
• synchronization
• ...

This is a bad idea for 2 reasons...!
9
Problem with 'content' as aim

• What is the problem with 'content'as learning
  objectives ?!?

analyze ... theorize ...
analyze systems explain causes
explain deadlock describe ...

• Objective
• To understand
• deadlock
• interference
• synchronization
• ...

Stud. C
agreement
tacit knowledge from research-based
tradition (not known by stud.)
?
name solutions recite conditons
Teacher
analyze systems explain causes
Stud. B
BUT, even if it were possible to agree, we know
that the exam will dictate the learning anyways.
Stud. A
Censor
10
Problem with 'understanding'

• Why not use 'understanding'as learning
  objectives ?!?

• Objective
• To understand
• deadlock
• interference
• synchronization
• ...

concept of deadlock ?!
?
The answer is simple
It cannot be measured (!)
11
'Competence' as objectives !
Competence knowledge capacity to act upon
it

• 'Competence' as learning objectives !
• Evaluation

Have the student do something, and then measure
product and/or process

• Objective !
• To learn to
• analyze systems for...
• explain cause/effects...
• prove properties of...
• compare methods of...
• ...

Note'understanding' is (of course)
pre-requisitional (!)
?
Note' inherently operational ( verbs)
'SOLO' Structure of the Observed Learning
Outcome
12
Neighbour Discussion
T
Discuss with neighbour "does this make sense
?!?" (content ? competence)
13
Advantages of 'SOLO'
depth (qualitative levels)
surface (quantitative levels)

• Advantages of 'SOLO'
• Constructed for research-based (university)
  teaching
• Converges on research (at SOLO 5)

14
SOLO (elaborated)
Note the list is non-exhaustive
QUALITATIVE
QUANTITATIVE
SOLO 2 uni-structural
SOLO 3 multi-structural
SOLO 4 relational
SOLO 5 extended abstract

• theorize
• generalize
• hypothesize
• predict
• judge
• reflect
• transfer theory (to new domain)

• analyze
• compare
• contrast
• integrate
• relate
• explain causes
• apply theory (to its domain)

• combine
• structure
• describe
• classify
• enumerate
• list
• do algorithm
• apply method

• define
• identify
• count
• name
• recite
• paraphrase
• follow (simple) instructions

15
Concrete Example andConcrete Recommendations (4x)
1) Use 'standard formulation' a) puts
learning focus on the student b) competence
formulation "to be able to"

• Intended Learning Outcomes Genetics
  101
• After the course, the students are expected to be
  able to
• locate genes on chromosomes
• do simple calculations (e.g., recombination
  frequencies, in-breeding
  coefficients, Hardy-Weinberg,
  evolutionary equilibria).
• describe and perform connexion-analysis
• describe fundamental genetic concepts (e.g.,
  mutation variation,
  in-breeding, natural selection).
• describe and analyze simple inheritancies
• analyze inheritance of multiple genes
  simultaneously

4) Avoid 'understanding-goals' "To
understand X", "Be familiar with Y",
"Have a notion of Z", ...!
V
N
N
V
N
V
V
V
N
V
V
N
V
3) Use 'Verb Noun' formulation What the
student is expected to do with a given
matter .
2) List sub-goals as 'bullets' Clearer than
text
N
V
16
Post-It exercise
T
Write down 1-2 key competences (i.e.,
verbs) (for your course)
17
utline
O

• Introduction
• Background, Motivation, and Expectations

• The Theory of Constructive Alignment
• FILM Teaching Teaching Understanding
  Understanding

• From Theory to Practice
• From content to competence

--- short (10) break ---

• Implementing Alignment (case study)
• Implementing alignment in Teaching Computer
  Science

• Computer Science Analysis
• Preliminary Analysis of DK experiences (new
  grade scale)

• Open discussion
• QnA / open debate / discussion,

18
10' Break

• Please put the Post-Its on the wall

"What is good teaching?"
Key competences (in your course)
19
utline
O

• Introduction
• Background, Motivation, and Expectations

• The Theory of Constructive Alignment
• FILM Teaching Teaching Understanding
  Understanding

• From Theory to Practice
• From content to competence

--- short (10) break ---

• Implementing Alignment (case study)
• Implementing alignment in Teaching Computer
  Science

• Computer Science Analysis
• Preliminary Analysis of DK experiences (new
  grade scale)

• Open discussion
• QnA / open debate / discussion,

20
Disclaimer
The point of this part is

• not to exhibit a perfectly aligned course
• but to show how the principles of alignment can
  be put to use
• (esp. how ILOs may serve as guidelines for
  exam and teaching form).

21
Implementation Process

• Process (course specific)

1) Think carefully about overall goal of
course (what are the stud. to learn?)
2) Operationalize these goals and express
them as intended learning outcomes
alignment
learning incentive
learning support
3) Choose carefully the form(s) of
examination ( intended learning outcomes)
4) Choose carefully the form(s) of teaching
( intended learning outcomes)
22
Starting Point

• Content description (Concurrency '04'05)

What is the overall goal of the course...? (what
are the students to learn)
23
Overall Course Philosophy

• Model-Based Design for Concurrency

24
Implementation Process

• Process (course specific)

1) Think carefully about overall goal of
course (what are the stud. to learn?)
2) Operationalize these goals and express
them as intended learning outcomes
alignment
3) Choose carefully the form(s) of
examination ( intended learning outcomes)
4) Choose carefully the form(s) of teaching
( intended learning outcomes)
25
Intended Learning Outcomes
T

• Intended Learning Outcomes(based on The SOLO
  Taxonomy)

Noteexplicitly included as a non-goal
?
26
Implementation Process

• Process (course specific)

1) Think carefully about overall goal of
course (what are the stud. to learn?)
2) Operationalize these goals and express
them as intended learning outcomes
alignment
learning incentive
3) Choose carefully the form(s) of
examination ( intended learning outcomes)
4) Choose carefully the form(s) of teaching
( intended learning outcomes)
27
On Aligning the Exam ( ILOs)

• Pre-alignment (Concurrency 20042005)
• Group Project (50)
• Individual Multiple-Choice Test (50)
• Post-alignment (Concurrency 20062007)
• Group Project (50)
• Individual Multiple-Choice Test (50)

'Inherited' from pre-2004 Because it seemed like
a good idea to do a project
Added in 2005 Politically motivated exam must
have individual part!
?
However BIG differences...!
Coincidentally
Carefully designed (ILOs) Project good for
evaluating model-based design process
Carefully designed (ILOs) MC-test good for
evaluating analytical skills (problem) to
analyze/compare models
28
Project (pre- vs. post-alignment)

• 2004 Project "The Beer Factory"
• 2006 Project "The Banana Republic"

• No explicit learning objectives (only 'list of
  contents')
• No explicit project grading criteria

?
result

• Some student projects with no appearant
  model ? impl. relationship (at least, to me)!

?
29
The Banana Republic

• Grading (of the report)
• construct models...
• apply common solutions...
• relate spec?model...
• test model...
• define properties...
• verify model wrt. properties...
• implement model...
• relate model?impl...

• Project designed ( ILO's)
• (a) Construct unsafe model (w/o controller)
• (b) Test model - observe that collisions with 'El
  Presidente' can occur
• (c) Define safety property NO_CRASH
• (d) Verify that collisions can occur
• (e) Construct a controller (such that collisions
  can no longer occur)
• (f) Verify that collisions can no longer occur
• (g) Define liveness property ('El Presidente' can
  eventually leave)
• (h) Implement model in Java.

• All ILO's except
• analyze models
• compare models

Better evaluated on MC-test
30
MC-test (pre- vs. post-alignment)

• 2004 MC-test
• 2006 Project

(a bunch of seemingly reasonable questions)
Bad Alignment
?
Carefully designed ( ILO's)

• analyze models (and programs) wrt. behavior

• compare models (and program) wrt. behavior

31
Example analyze models
Good Alignment
32
Example compare models
Good Alignment
33
Implementation Process

• Process (course specific)

1) Think carefully about overall goal of
course (what are the stud. to learn?)
2) Operationalize these goals and express
them as intended learning outcomes
alignment
learning support
3) Choose carefully the form(s) of
examination ( intended learning outcomes)
4) Choose carefully the form(s) of teaching
( intended learning outcomes)
34
On Aligning the TLA ( ILOs)
TLA Teaching/Learning Activities

• Pre-alignment (Concurrency 20042005)
• Lectures (2-3 hrs/week)
• 'Theoretical Exercise Classes' (2 hrs/week)
• 'Programming Lab' (2 hrs/week)
• Post-alignment (Concurrency 20062007)
• Lectures (2-3 hrs/week) with activation exercises
• 'Theoretical Exercise Classes' (2h/w) apply
  common solutions
• 'Programming Lab' (2 hrs/week) hands-on training
  for project
• Weekly hand-ins (every week) train for project
  (w/ feedback!)
• MC-test sample questions (given early) train for
  MC-test

essentially teacher-centric "monologues"
Idea due to colleague Thomas Hildebrandt at ITU

?
student-centric
35
TLA's ( ILOs)
Intended learning outcomes

• construct models
• apply common solutions...
• relate spec?model...
• test model...
• define properties...
• verify model wrt. properties...
• analyze models
• compare models
• implement model...
• relate model?impl...

• Student-centric
• 'Th. Ex. Classes' (2h/w) apply common solutions
• 'Programming Lab' (2 hrs/week) hands-on training
  for project
• Weekly hand-ins (every week) train for project
  (w/ feedback!)
• MC-test sample questions (given early) train for
  MC-test
• Teacher-centric
• Lectures (2-3 hrs/week) with activation exercises

apply common solutions
construct, implement, test, verify, define,
apply
construct, implement, relate
analyze, compare
introduce fundamental concepts/problems/solutions
(in terms of models impl)
36
Implementation Process

• Process (course specific)

?
1) Think carefully about overall goal of
course (what are the stud. to learn?)
2) Operationalize these goals and express
them as intended learning outcomes
alignment
3) Choose carefully the form(s) of
examination ( intended learning outcomes)
4) Choose carefully the form(s) of teaching
( intended learning outcomes)
37
Conclusions (pre vs. post)
Disclaimer (many factors involved that vary
from-year-to-year)

• Student background and prerequisites
• The "Susan/Robert ratio"
• Teacher's experience gain

... ...and many more

• Subjectively
• Constructive Alignment (!!!)
• To the point that I bothered making a film about
  it )
• Own behavior changed
• From 'intuition' to conscious choicesawareness
  of alternatives and of consequences of choices (
  student learning)
• My students' behavior changed (from my
  perspective)
• More focusses on learning the objectives (esp.
  'to relate')

38
Objectively (I/III)(Questionnaire at end,
7-step scale)
self-reported

• Student satisfaction
• "slightly more satisfied" ..or
• "constructive alignment doesn't compromize
  student satisfaction"

• Student proficiency
• More useful figures (learning)!
• However I only havepost-alignment data (
• Thus "inconclusive" (

Pre ('04-'05)
Pre ('04'05)
Post ('06-'07)
Post ('06'07)
39
Objectively (II/III)(Competences explicitly
tested trained)

• Competences (tested and trained for)
• Conclusion
• "Substantial SOLO-level increase" ( good
  teaching) !
• Much better projects (esp. 'model?impl'
  relationship) !

40
Objectively (III/III)(Qualitative data from
2006 eval)

• Anonymous student in 2006 evaluation

Overall
This course has been awesome! It took me a
while to be able to think in models, but I saw
the light along the way.
Teaching
Lectures have been great, the theoretical
exercise classes have been rewarding and the
feedback has been immense and insightful
Exercises
I did not have a lot of time to do the
exercises, but they seemed relevant from week
to week.
Project
The mini project was a good and solid exercise
in analyzing a problem, making a model and
implementing it. A very good exercise!
41
utline
O

• Introduction
• Background, Motivation, and Expectations

• The Theory of Constructive Alignment
• FILM Teaching Teaching Understanding
  Understanding

• From Theory to Practice
• From content to competence

--- short (10) break ---

• Implementing Alignment (case study)
• Implementing alignment in Teaching Computer
  Science

• Computer Science Analysis
• Preliminary Analysis of DK experiences (new
  grade scale)

• Open discussion
• QnA / open debate / discussion,

42
The New Danish Grade Scale
Conversion (between EU countries)
7 steps
4 steps
4 steps
8 steps
8 steps
ECTS
10 steps
10 steps
SCALE
...
...
...
...
...
21 steps
21 steps
A, B, C, D, E, Fx, F

• Problems (comparability EU nations)
• Information loss (10 steps ? 7 steps)
• (13,11) ? A (9,8) ? C
• The 13 (exception grade) doesnt exist in
  other scales!
• Some places only access if you have top grade (
  13)
• and a number of other motivations

pigeon hole principle
43
The Danish 7 Step Scale
For an excellent performance which completely
meets the course objectives, with no or only a
few insignificant weaknesses .
12
A
Excellent
For a very good performance which meets the
course objectives, with only minor weaknesses
10
B
Very good
For a good performance which meets the course
objectives but also displays some weaknesses
7
C
Good
Grade Degree of realization of
course objectives!
For a fair performance which adequately meets the
course objectives but also displays several major
weaknesses
4
D
Fair
02
E
Adequate
For a sufficient performance which barely meets
the course objectives
00
Fx
Inadequate
For an insufficient performance which does not
meet the course objectives
-3
F
For a performance which is unacceptable in all
respects
Unacceptable
44
Intended Learning Outcomes

• Consequence
• Every course has to explicitly define
• Intended Learning Outcomes (!) )

45
Collect data...
(?1000 courses!)

• Systematically collect data (i.e. competences)
• Quantifiable via The SOLO Taxonomy

Note Work in progress (with Bettina Dahl
Søndergaard, STENO/AU)
46
Analysis Nature of Subjects

• Analyzing for diff.s in nature of subjects
• i.e., CS vs. Math vs. Physics vs. Biology
  vs. Chemistry vs. Geology vs.
  Statistics vs. )

) Tool used forentering ILOs
Note Work in progress (with Bettina Dahl
Søndergaard, STENO/AU)
47
Analysis Progression

• Analyzing for progression
• i.e., undergraduate vs. graduate courses

Note Work in progress (with Bettina Dahl
Søndergaard, STENO/AU)
48
Top 15 Competences

• Top 15 Competences
• Computer Science (at Aarhus University)

Note Work in progress (with Bettina Dahl
Søndergaard, STENO/AU)
49
Statistics Computer Science (DK)

• Danish Universities ( Computer Science)
• (excl. AAU/Aalborg, DTU/Copenhagen,
  RUC/Roskilde)
• (Note much more systematic impl.
  processundertaken at IMADA/SDU and DAIMI/AU.)

Note Work in progress (with Bettina Dahl
Søndergaard, STENO/AU)
50
and Identify Potential Problems

• E.g. course Databases (at RUC/Roskilde)
• Note almost entirely non-operational(!)
• i.e. measure how?!

• obtain knowledge about the structure of
  database systems
• be familiar with design of databases by use of
  special notations like E/R and analysis
  through normalization
• get an overview of the most important database
  models and a detailed knowledge about the
  most important model - the relational model
  as well as the language SQL
• get an overview of database indexing and query
  processing
• obtain knowledge about application programming
  for DB systems.

Familiar with ?!
Note Work in progress (with Bettina Dahl
Søndergaard, STENO/AU)
51
Assumptions

• Analysis conclusions rest on

Many assumptions

• Objectives intended ? formulated ? achieved
  correlation (i.e. we analyze
  formulated, but reason about achieved)
• Goals in a course have equal weight
  approximation
• Competences in a goal have equal weight
  approximation
• SOLO is appropriate measure Biggs
  studies
• Context independence of SOLO mapping
  approximation
• Courses comparable via their SOLO levels
  approximation (e.g. ?avg partial order
  average SOLO level) (e.g. qual/quan ratio
  percentage of qualitative goals)
• Progression manifests itself as competences (
  SOLO) assumption (some progression may
  also be in the content part)

Note Work in progress (with Bettina Dahl
Søndergaard, STENO/AU)
52
utline
O

• Introduction
• Background, Motivation, and Expectations

• The Theory of Constructive Alignment
• FILM Teaching Teaching Understanding
  Understanding

• From Theory to Practice
• From content to competence

--- short (10) break ---

• Implementing Alignment (case study)
• Implementing alignment in Teaching Computer
  Science

• Computer Science Analysis
• Preliminary Analysis of DK experiences (new
  grade scale)

• Open discussion
• QnA / open debate / discussion,

53
Open Discussion...
My research and teaching
Cognition structures
SOLO Analyses
Intended learning outcomes (ILO)
Association new old
"understanding" content ? competence
The SOLO Taxonomy
'TLA' Teaching/Learning Activities
Teacher models levels 1 - 2 - 3
Student models Susan Robert
M
S
The Short-Film
I
'The Book'
Model-based design for Concurrency
Experiences Pre vs. Post
Student activation
Satisfaction
analyze explain
Students at Uni
?
"What is good teaching?"
Exam
Tips'n'Tricks ???
Constructive Alignment
John Biggs
54
Tips'n'Tricks (activation)

• Neighbour discussions

• Post-It exercise

• focus zoom in
• anonymous (!)
• swap'able
• everyone will engage
• empathetic control
• shared knowledge pool

• more questions (students dare ask them)
• better questions (students had a chance
  to discuss)

Phil Race
1-2 min timeout

• Frequent breaks

• Form variation

pulse reader measurements
lecturing blended with in-class activation
exercises
55
Tips'n'Tricks (cont'd)

• Use many examples(build on student
  pre-knowledge)

• Explicit structure

1. xxxxxxxxxx 2. yyyyyyyyyy 3. zzzzzzzzzz 4.
wwwwwww
1. xxxxxxxxxx 2. yyyyyyyyyy 3. zzzzzzzzzz 4.
wwwwwww
1. xxxxxxxxxx 2. yyyyyyyyyy 3. zzzzzzzzzz 4.
wwwwwww
1. xxxxxxxxxx 2. yyyyyyyyyy 3. zzzzzzzzzz 4.
wwwwwww
?

• self evident to you teacher
• not to a learner student
• (esp. during learning process)

• "Less-is-more"

• Student 'recap' at end

• analyze
• compare
• relate

common deadlock, uncommon deadlock,
A-synchronization, B-synchronization, hand-shake,
multi-party synchronization, multi-party
hand-shake, binary semaphores, generalized
semaphores, blocking semaphores, recursive locks,
...
vs.
now
after 1 day
after 1 week
after 2 weeks
after 3 weeks
Emphasize depth over breadth (coverage)
56
Now, please "3-minute recap"

• Please spend 3' on thinking about and writing
  down the most important points from the talk
  now!

Immediately
After 1 day
After 1 week
After 2 weeks
After 3 weeks
57
Key References

• Teaching for Quality Learning at University
  (what the student does)John BiggsThe Society
  for Higher Education and Open University Press,
  2003((( Note 3rd edition available soon )))
• Evaluating the Quality of Learning The SOLO
  TaxonomyJohn B. Biggs Kevin F. CollisNew
  York Academic Press, 1982
• Teaching Teaching Understanding
  UnderstandingClaus Brabrand Jacob Andersen19
  minute award-winning short-film (DVD)Aarhus
  University Press, Faculty of Science, University
  of Aarhus, Denmark
• Constructive Alignment for Teaching Model-Based
  Design for Concurrency (a case-study on
  implementing alignment)Claus BrabrandProc.
  Workshop on Teaching Concurrency
  (TeaConc07)Siedlce, Poland, June 25, 2007(((
  http//www.itu.dk/people/brabrand/teaconc.pdf )))

58
(No Transcript)
59
Thank You!
Film's homepage
((( http//www.daimi.au.dk/brabrand/short-film/
)))
60
BONUS SLIDES
61
The Role of the Exam

• Alignment
• A theory of planning (over the course of a
  course)
• A theory of motivation (and incentive)
• The exam as a...

"The exam does not come after, but before the
course!"
"Necessary evil"
application of alignment
Motivational and learning-guiding pedagogical
tool for the teacher(!)
62
Motivation Beyond the Exam

• Motivational problem
• Why bother learn the course material?
• Tell them why it is important to learn these
  things
• How could these skills benefit them in their
  work/life/(focus on advantages)
• Example

63
Programs and Models
Program world
Model world
abstraction
P
M
concretization
Abstract
Concrete
64
On Program Equivalence
Program world
Model world
1. P P ?
2. abstract
3. M M ?
P
M

4. relate
M
P
5. M M !
6. concretize
7. P P !
Abstract
Concrete
What discerns a really good programmer from one
that is not so good is the capability of moving
(consciously or unconsciously) between the
concrete world of programs and the abstract world
of models (via abstraction and concretization). S
pecifically, such a programmer is capable of
(consciously or unconsciously) - 1)
abstracting programs into models - 2) reasoning
about the models - 3) concretizing the insights
back into the world of programs
65
On Property Satisfaction
What discerns a really good programmer from one
that is not so good is the capability of moving
(consciously or unconsciously) between the
concrete world of programs and the abstract world
of models (via abstraction and concretization). S
pecifically, such a programmer is capable of
(consciously or unconsciously) - 1)
abstracting programs into models - 2) reasoning
about the models - 3) concretizing the insights
back into the world of programs
66
Notes on Skill Acquisition

• From the world of psychoanalysis
• Skill acquisition progresses according to the
  following stages of learning
• 1. Unconscious incompetence
• 2. Conscious incompetence
• 3. Conscious competence
• 4. Unconscious competence
• 5. Capacity for moving consciously between
  stages 3. and 4. required by a teacher

67
Impersonalization

• A taxonomy / language for teaching impersonalizes
  teaching
• Emotional detachment (aka. dissociation)
• The teacher is good/bad
• identity good/bad teacher
• The methods are good/bad
• behavior good/bad method
• knowledge good/bad method
• With dissociation
• more capable of dealing with critique ? better to
  listen to constructive advice (just like with
  our research)

Neutological levels model of the mind, NLP
behavior
reactions
knowledge
experience
moral
ethics
identity
convictions
capabilities
interaction
68
Based on John Biggs' Theories

• 2nd edition
• (3rd edition expected this fall)

"Teaching for Quality Learning at University",
John Biggs
69
UNALIGNED COURSE
?
Teachers intention
Students activity

• e.g.
• explain
• relate
• prove
• apply

"Dealing with the test"
Exams assessment

• e.g.
• memorize
• describe

• e.g.
• memorize
• describe

70
ALIGNED COURSE
?
Teachers intention
Students activity

• e.g.
• explain
• relate
• prove
• apply

• e.g.
• explain
• relate
• prove
• apply

• e.g.
• explain
• relate
• prove
• apply

Exams assessment

• e.g.
• explain
• relate
• prove
• apply

• e.g.
• explain
• relate
• prove
• apply

71
Definition Good Teaching

• Definition
• Good news
• We now know how to do this
• Alignment!!!
• Explicitly defined course objectives (as verbs)!
• Discourage surface-learning!
• Encourage depth-learning!
• Less-is-more depth rather than breadth of
  coverage!

Good teaching is getting most students to use
the higher cognitive level processes that the
more academic students use spontaneously --
Teaching for Quality Learning at University,
John Biggs, 2003
72
Thoroughly Motivate (what can they do, if they
'bother' learning this?)
73
The BLOOM Taxonomy (1956)

• The BLOOM Taxonomy

Analysis
Evaluation
Synthesis
SOLO 45
Qualitative
Application
Comprehension
Quantitative
SOLO 23
Knowledge

really intended to guide the selection of
items for a test rather than to evaluate the
quality of a students response to a particular
item -- (Biggs Collis, 1982)