Please use this identifier to cite or link to this item: http://hdl.handle.net/2440/108508
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Type: Conference paper
Title: Reflections on applying constructive alignment with formative feedback for teaching introductory programming and software architecture
Author: Cain, A.
Babar, M.
Citation: Proceedings of the 2016 IEEE/ACM 38th International Conference on Software Engineering Companion, 2016 / pp.336-345
Publisher: ACM
Issue Date: 2016
Conference Name: 2016 IEEE/ACM 38th International Conference on Software Engineering Companion (ICSE-C 2016) (14 May 2016 - 22 May 2016 : Austin, Texas)
Statement of
Responsibility: 
Andrew Cain, Muhammad Ali Babar
Abstract: Constructive alignment is a student-centred approach to teaching and learning that aims to enhance student learning through a combination of constructivist learning theories and aligned curriculum. This paper presents two case studies where units have been developed to apply the principles of constructive alignment in the area of computer science and software engineering. It outlines the role of formative feedback and delayed summative assessment as a means of embedding constructivist learning theories in the application of constructive alignment. The discussion outlines some of the challenges and advantages gained from the greater focus on formative feedback during the teaching period, and presents some recommendations for others considering applying constructive alignment.
Keywords: Constructive alignment, case study, assessment
Rights: © 2016 ACM. Permission to make digital or hard copies of part or all of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, to republish, to post on servers, or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from permissions@acm.org.
RMID: 0030071560
DOI: 10.1145/2889160.2889185
Appears in Collections:Computer Science publications

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