Constructive alignment in economics teaching: a reflection on effective implementation

McCann, M. ORCID: 0000-0002-8584-2156, 2016. Constructive alignment in economics teaching: a reflection on effective implementation. Teaching in Higher Education. ISSN 1356-2517

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Abstract

The typical approach to student-centred learning in Economics has focused on innovation within the classroom, with little thought given to how this complements teaching and learning and, crucially, assessment. This paper reflects on the implementation of constructive alignment in a final year managerial economics course. It demonstrates how it is possible to design coursework assessment for economics which both encourages constructivist learning, while also limiting the potential for plagiarism. The successful assessment allows students’ autonomy in selecting what evidence matches the assessment requirements. Further, the teaching, learning and formative assessment activities recommended are crafted to directly align with the requirements of the summative assessment. This structured alignment process, by providing repeated formal and informal feedback, produces levels of student engagement and reflection that facilitates deeper learning.

Item Type: Journal article
Publication Title: Teaching in Higher Education
Creators: McCann, M.
Publisher: Taylor & Francis
Date: 2016
ISSN: 1356-2517
Identifiers:
NumberType
10.1080/13562517.2016.1248387DOI
Divisions: Schools > Nottingham Business School
Depositing User: Linda Sullivan
Date Added: 28 Oct 2016 15:15
Last Modified: 09 Jun 2017 14:07
URI: http://irep.ntu.ac.uk/id/eprint/28977

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