Development of a group work assessment pedagogy using constructive alignment theory.
The purpose of this paper is to explore group work assessment underpinned by constructive alignment theory to develop a new assessment pedagogy. A review was undertaken of an existing module ‘Mental Health Nursing 1’, with student nurses participating in the BSc (Hons) Nursing Programme. Constructiv...
| Publicado en: | Nurse Education Today Vol. 61; pp. 49 - 54 |
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| Autor principal: | |
| Formato: | Journal Article |
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Elsevier B.V.
Feb2018
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=127701700&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 127701700 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02606917 8IS jtl: Nurse Education Today issn: 02606917 maglogo: N pubinfo: dt: Feb2018 vid: 61 pid: 467 pub: Elsevier B.V. place: New York, New York artinfo: ui: 127701700 10.1016/j.nedt.2017.11.006 127701700 ppf: 49 ppct: 5 formats: tig: atl: Development of a group work assessment pedagogy using constructive alignment theory. aug: au: Croy, Suzanne R. affil: Division of Mental Health Nursing and Counselling, School of Social and Health Sciences, Abertay University, Dundee DD1 1HG, United Kingdom sug: subj: Education, Nursing, Baccalaureate Students, Nursing, Baccalaureate Teaching Methods Student Performance Appraisal Educational Theory ab: The purpose of this paper is to explore group work assessment underpinned by constructive alignment theory to develop a new assessment pedagogy. A review was undertaken of an existing module ‘Mental Health Nursing 1’, with student nurses participating in the BSc (Hons) Nursing Programme. Constructive alignment theory requires teachers to adopt a deep approach to learning where module learning outcomes are aligned with the teaching environment and modes of assessment. As the module progressed, reviewing the Mental Health Nursing 1 module became an excellent opportunity to begin to understand how constructive alignment theory can inform a group work assessment pedagogy. Working using a constructively aligned assessment process became a valuable learning experience for the module leader whilst at the same time revealed a gap in the research around the impact of constructively aligned teaching and group work assessment. pubtype: Academic Journal doctype: Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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