Does progress testing violate the principles of constructive alignment?

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dc.contributor.author Henning, Marcus en
dc.contributor.author Pinnock, R en
dc.contributor.author Webster, Craig en
dc.date.accessioned 2018-10-17T01:31:40Z en
dc.date.issued 2017 en
dc.identifier.uri http://hdl.handle.net/2292/42374 en
dc.description.abstract In the following commentary paper, we consider the possibility of theoretical inconsistencies between one of the most celebrated and well-established theories in higher education, namely constructive alignment, and an increasingly popular approach to assessment, that of progress testing [1, 2]. Our objective is to consider potential contradictions in the theoretical presumptions underlying each approach with a view to improving our understanding of these presumptions and ultimately the consistency of curricular design and delivery. en
dc.relation.ispartofseries Medical Science Educator en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. en
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm en
dc.title Does progress testing violate the principles of constructive alignment? en
dc.type Journal Article en
dc.identifier.doi 10.1007/s40670-017-0459-4 en
pubs.begin-page 825 en
pubs.volume 27 en
dc.rights.holder Copyright: The author en
pubs.author-url https://link.springer.com/content/pdf/10.1007/s40670-017-0459-4.pdf en
pubs.end-page 829 en
dc.rights.accessrights http://purl.org/eprint/accessRights/RestrictedAccess en
pubs.subtype Discussion Paper en
pubs.elements-id 650575 en
pubs.org-id Medical and Health Sciences en
pubs.org-id School of Medicine en
pubs.org-id Cent Medical & Hlth Sci Educat en
pubs.record-created-at-source-date 2017-08-19 en
pubs.online-publication-date 2017-08-17 en


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