Teaching for Quality Learning at University

1 Teaching for Quality Learning at University Fourth EditionJohn Biggs and Catherine TangTeaching for Quality Learning at UniversityFourth Edition Biggs and Tang present a unified view of University Teaching that is both grounded in research and theory and replete with guidance for novice and expert instructors. The book will inspire, challenge, unsettle, and in places annoy and even infuriate its readers, but it will succeed in helping them think about how high Quality Teaching can contribute to high Quality Learning . John Kirby, Queen s University , Kingston, Ontario, CanadaThis best-selling book explains the concept of constructive alignment used in implementing outcomes-based education.

2 Constructive alignment identifies the desired Learning outcomes and helps teachers design the Teaching and Learning activities that will help students to achieve those outcomes, and to assess how well those outcomes have been achieved. Each chapter includes tasks that offer a how-to manual to implement constructive alignment in your own Teaching new edition draws on the authors experience of consulting on the implementation of constructive alignment in Australia, Hong Kong, Ireland and Malaysia including a wider range of disciplines and Teaching contexts. There is also a new section on the evaluation of constructive alignment, which is now used worldwide as a frame-work for good Teaching and assessment, as it has been shown to.

3 L Assist University teachers who wish to improve the Quality of their own Teaching , their students Learning and their assessment of Learning outcomes l Aid staff developers in providing support for departments in line with institutional policies l Provide a framework for administrators interested in Quality assurance and enhancement of Teaching across the whole universityThe authors have also included useful web links to further Biggs has held Chairs in Education in Canada, Australia, and Hong Kong. He has published extensively on student Learning and the implications of his research for Teaching . Catherine Tang is the former Head of the Educational Development Centre in the Hong Kong Institute of Education and also in the Hong Kong Polytechnic Society for Research into Higher EducationJohn Biggs and Catherine TangTeaching for Quality Learning at University Fourth EditionTeaching for Quality Learning at i6/15/11 2:11 PM6/15/11 2:11 PMSRHE and Open University Press ImprintCurrent titles include:Catherine Bargh et al.

4 : University LeadershipRonald Barnett: Beyond all ReasonRonald Barnett: Reshaping the UniversityRonald Barnett and Kelly Coate: Engaging the Curriculum in Higher EducationTony Becher and Paul R. Trowler: Academic Tribes and Territories 2/eRichard Blackwell and Paul Blackmore (eds): Towards Strategic Staff Development in Higher EducationDavid Boud and Nicky Solomon (eds): Work-based LearningTom Bourner et al. (eds): New Directions in Professional Higher EducationJohn Brennan and Tarla Shah: Managing Quality Higher EducationAnne Brockbank and Ian McGill: Facilitating Refl ective Learning in Higher Education 2/eAnn Brooks and Alison Mackinnon (eds): Gender and the Restructured UniversityBurton R.

5 Clark: Sustaining Change in UniversitiesJames Cornford and Neil Pollock: Putting the University OnlineJohn Cowan: On Becoming an innovative University Teacher 2/eVaneeta D Andrea and David Gosling: Improving Teaching and Learning in Higher EducationSara Delamont and Paul Atkinson: Successful Research CareersSara Delamont, Paul Atkinson and Odette Parry: Supervising the Doctorate 2/eGerard Delanty: Challenging KnowledgeChris Duke: Managing the Learning UniversityHeather Eggins (ed.): Globalization and Reform in Higher EducationHeather Eggins and Ranald Macdonald (eds): The Scholarship of Academic DevelopmentHoward Green and Stuart Powell: Doctoral Study in Contemporary Higher EducationMerle Jacob and Tomas Hellstr m (eds): The Future of Knowledge Production in the AcademyPeter Knight: Being a Teacher in Higher EducationPeter Knight and Paul Trowler: Departmental Leadership in Higher EducationPeter Knight and Mantz Yorke: Assessment, Learning and EmployabilityRay Land: Educational DevelopmentDina Lewis and Barbara Allan: Virtual Learning CommunitiesDavid McConnell.

6 E- Learning Groups and CommunitiesIan McNay (ed.): Beyond Mass Higher EducationLouise Morley: Quality and Power in Higher EducationLynne Pearce: How to Examine a ThesisMoira Peelo and Terry Wareham (eds): Failing Students in Higher EducationCraig Prichard: Making Managers in Universities and CollegesStephen Rowland: The Enquiring University TeacherMaggi Savin-Baden: problem -based Learning in Higher EducationMaggi Savin-Baden: Facilitating problem -based LearningMaggi Savin-Baden and Claire Howell Major: Foundations of problem -based LearningMaggi Savin-Baden and Kay Wilkie: Challenging Research in problem -based LearningDavid Scott et al.

7 : Professional DoctoratesMichael L. Shattock: Managing Successful UniversitiesMaria Slowey and David Watson: Higher Education and the LifecourseColin Symes and John McIntyre (eds): Working KnowledgeRichard Taylor, Jean Barr and Tom Steele: For a Radical Higher EducationMalcolm Tight: Researching Higher EducationPenny Tinkler and Carolyn Jackson: The Doctoral Examination ProcessMelanie Walker: Higher Education PedagogiesMelanie Walker (ed.): Reconstructing Professionalism in University TeachingMelanie Walker and Jon Nixon (eds): Reclaiming Universities from a Runaway WorldDiana Woodward and Karen Ross: Managing Equal Opportunities in Higher EducationMantz Yorke and Bernard Longden: Retention and Student Success in Higher ii6/15/11 2:11 PM6/15/11 2:11 PMTeaching for Quality Learning at UniversityWhat the Student Does4th editionJohn Biggs and Catherine iii6/15/11 2:11 PM6/15/11 2:11 PMOpen University PressMcGraw-Hill EducationMcGraw-Hill HouseShoppenhangers RoadMaidenheadBerkshireEnglandSL6 2 QLemail: wide web.

8 Two Penn Plaza, New York, NY 10121-2289, USAF irst edition published 1999 Second edition published 2003 Third edition published 2007 This edition published 2011 Copyright Biggs and Tang, 2011 All rights reserved. Except for the quotation of short passages for the purposes of criticism and review, no part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of the publisher or a licence from the Copyright Licensing Agency Limited. Details of such liceces (for reprographic reproduction) may be obtained from the Copyright Licensing Agency Ltd of Saffron House, 6 10 Kirby Street, London, EC1N catalogue record of this book is available from the British LibraryISBN 13: 978-0-33-524275-7 ISBN 10: 0-33-524275-8eISBN.

9 978-0-33-524276-4 Library of Congress Cataloging-in-Publication DataCIP data applied forTypeset by Refi neCatch Limited, Bungay, SuffolkPrinted in the UK by Bell and Bain Ltd, GlasgowFictitious names of companies, products, people, characters and/or data that may be used herein (in case studies or in examples) are not intended to represent any real individual, company, product or iv01/11/11 2:04 PM01/11/11 2:04 PMLearning takes place through the active behavior of the student: it is what he does that he learns, not what the teacher W. Tyler (1949)If students are to learn desired outcomes in a reasonably effective manner, then the teacher s fundamental task is to get students to engage in Learning activities that are likely to result in their achieving those outcomes.

10 It is helpful to remember that what the student does is actually more important in determining what is learned than what the teacher J. Shuell (1986)Constructive Alignment .. is one of the most infl uential ideas in higher Houghton (2004) v6/15/11 2:11 PM6/15/11 2:11 PM Biggs and Tang present a unifi ed view of University Teaching that is both grounded in research and theory and replete with guidance for novice and expert instructors. The book will inspire, challenge, unsettle, and in places annoy and even infuriate its readers, but it will succeed in helping them think about how high Quality Teaching can contribute to high Quality Learning .