Abstract
Original language | English |
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Pages (from-to) | 378-387 |
Number of pages | 10 |
Journal | International Journal of Teaching and Learning in Higher Education |
Volume | 25 |
Issue number | 3 |
Publication status | Published - 2013 |
Cite this
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Constructive alignment and the Research Skills Development Framework : Using theory to practically align graduate attributes, learning experiences, and assessment tasks in undergraduate midwifery. / Pretorius, Lynette; Bailey, Carolyn; Miles, Maureen.
In: International Journal of Teaching and Learning in Higher Education, Vol. 25, No. 3, 2013, p. 378-387.Research output: Contribution to journal › Article › Research › peer-review
TY - JOUR
T1 - Constructive alignment and the Research Skills Development Framework
T2 - Using theory to practically align graduate attributes, learning experiences, and assessment tasks in undergraduate midwifery.
AU - Pretorius, Lynette
AU - Bailey, Carolyn
AU - Miles, Maureen
PY - 2013
Y1 - 2013
N2 - Midwifery educators have to provide students with stimulating curricula that teach academic and vocational content, as well as transferable skills. The Research Skills Development (RSD) framework provides a conceptual model that allows educators to explicitly scaffold the development of their students’ research skills. This paper aims to demonstrate the effective use of the RSD framework and constructive alignment theory to redesign a second-year Midwifery assessment task.The assessment task was changed into a scenario-based question to better reflect the unit learning objectives and expected graduate attributes. Students were provided with extra time in class to explore the assessment task in a peer environment. Following the return of their assessments,students were asked to complete a questionnaire to evaluate the effectiveness of the assessment redesign. We show that using a constructively aligned scenario-based assessment task in a second year unit more successfully articulated the expected graduate attributes of midwives. Qualitative and quantitative feedback suggested that students and staff appreciated a more clinically-relevant assessment task. This paper demonstrates that the use of the RSD framework to constructively align graduate attributes, learning experiences, and assessment tasks allows for the transformation of undergraduate assessment into a learning experience relevant to clinical practice.
AB - Midwifery educators have to provide students with stimulating curricula that teach academic and vocational content, as well as transferable skills. The Research Skills Development (RSD) framework provides a conceptual model that allows educators to explicitly scaffold the development of their students’ research skills. This paper aims to demonstrate the effective use of the RSD framework and constructive alignment theory to redesign a second-year Midwifery assessment task.The assessment task was changed into a scenario-based question to better reflect the unit learning objectives and expected graduate attributes. Students were provided with extra time in class to explore the assessment task in a peer environment. Following the return of their assessments,students were asked to complete a questionnaire to evaluate the effectiveness of the assessment redesign. We show that using a constructively aligned scenario-based assessment task in a second year unit more successfully articulated the expected graduate attributes of midwives. Qualitative and quantitative feedback suggested that students and staff appreciated a more clinically-relevant assessment task. This paper demonstrates that the use of the RSD framework to constructively align graduate attributes, learning experiences, and assessment tasks allows for the transformation of undergraduate assessment into a learning experience relevant to clinical practice.
M3 - Article
VL - 25
SP - 378
EP - 387
JO - International Journal of Teaching and Learning in Higher Education
JF - International Journal of Teaching and Learning in Higher Education
SN - 1812-9129
IS - 3
ER -