In a previous post, I discussed Sadler’s (2005) admonitory observation of aggregating grades as a proxy for outcome attainment. Careful design, however, including signalling which
Category: incremental design
What is constructive alignment?
This is the third post in a series on constructive alignment. The first is here. Constructive alignment is a curriculum design principle grounded in constructivist
Do assessments represent the course outcomes? Probably not!
This is the second post in a series on constructed misalignment and an approach to mitigate it. In the first, it was highlighted that there
Constructed misalignment – when grades don’t equal outcomes
University-level courses within a program of study are typically designed with a set of learning outcomes. These outcomes represent and identify a suite of skills
Courses for courses?
Can a master’s degree course be taught using the same course as a bachelor’s degree course? With just different outcomes and assessments? This practice seems
No Course is an Island
Lots of learning design focuses on single courses, and that makes a large difference not only to the students who take the course but also
LEARNING DESIGN by Paul G Moss 