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Reflections on applying constructive alignment with formative feedback for teaching introductory programming and software architecture

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dc.contributor.authorCain, A.
dc.contributor.authorBabar, M.
dc.contributor.conference2016 IEEE/ACM 38th International Conference on Software Engineering Companion (ICSE-C 2016) (14 May 2016 - 22 May 2016 : Austin, Texas)
dc.date.issued2016
dc.description.abstractConstructive 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.
dc.description.statementofresponsibilityAndrew Cain, Muhammad Ali Babar
dc.identifier.citationInternational Conference on Software Engineering, 2016, pp.336-345
dc.identifier.doi10.1145/2889160.2889185
dc.identifier.isbn9781450342056
dc.identifier.issn0270-5257
dc.identifier.orcidBabar, M. [0000-0001-9696-3626]
dc.identifier.urihttp://hdl.handle.net/2440/108508
dc.language.isoen
dc.publisherACM
dc.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.
dc.source.urihttps://doi.org/10.1145/2889160.2889185
dc.subjectConstructive alignment, case study, assessment
dc.titleReflections on applying constructive alignment with formative feedback for teaching introductory programming and software architecture
dc.typeConference paper
pubs.publication-statusPublished

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