The Design of Curriculum, Assessment and Evaluation in Higher Education with Constructive Alignment


Liaqat Ali

Abstract


In higher education, the principle of constructive alignment for devising teaching, learning activities and assessment tasks is the underpinning concept in curriculum design and development to achieve intended learning outcomes. Student’s deep learning is critical and it is the responsibility of the curriculum developer to make sure that synergy between formative and summative assessment is achieved. Also, the needs for special education must be addressed and diversity must be achieved through multiple channels throughout the process of learning, teaching and assessment. Constructive alignment is considered as a key element in education design. However, this requires time and effort in designing teaching and assessment. Due to the importance of constructive alignment, the research in this paper discusses issues relevant to the process of curriculum design and development with the emphasis on students with special needs. Conclusion is drawn based on the literature review.

Keywords


Constructive alignment, Curriculum, Assessment, Higher education, intended learning outcomes, Feedback.

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About this article

Title

The Design of Curriculum, Assessment and Evaluation in Higher Education with Constructive Alignment

Keywords

Constructive alignment, Curriculum, Assessment, Higher education, intended learning outcomes, Feedback.

DOI

10.20448/journal.509.2018.51.72.78

Date

2018-01-09

Additional Links

Manuscript Submission

Journal

Journal of Education and e-Learning Research
Vol 5, No 1 (2018) Page: 72-78

Print ISSN

2518-0169

Online ISSN

2410-9991

Statistics

181 Views | 123 Downloads

Citations

Authors & Affiliations

Liaqat Ali
Ajman University, Fujairah
United Arab Emirates


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Journal of Education and e-Learning Research

Online ISSN: 2410-9991  |  Print ISSN: 2518-0169

 

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