Promotion of reflective learning, teaching and assessment through curriculum design

    Research output: Book/ReportOther report

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    Abstract

    In this chapter I argue that if reflection is to be a central tenet of learning, teaching and assessment it is necessary to embed it at a curriculum design level. By implementing a whole curriculum approach (Schuell, 1986) links are forged between the elements so that both process and outcome are considered. The aim should be to encourage student engagement by providing a framework to facilitate development of students‟ reflective capability. Although considerable attention has been paid to models and frameworks that support reflective teaching and learning (see for example, Kember et al, 2001; Moon, 1999; Brookfield, 1995; Johns, 1995; Boud, Keogh & Walker, 1985) and to issues surrounding the assessment of reflective capability (Brockbank & McGill, 2007; Clouder, 2004; Moon, 2001; Hinett & Knight,1996) scant attention has been paid to its integration at a curriculum design stage and throughout the entire learning experience. My intention in this chapter is to encourage academics involved in course design or redesign to consider the implementation of two curriculum concepts used in tandem to provide a framework that promotes congruence between reflective learning, teaching and assessment. The two concepts are constructive alignment (Biggs, 1996) and the spiral curriculum approach (Bruner, 1960).
    Original languageEnglish
    Place of PublicationLondon
    PublisherHigher Education Academy, Health Sciences and Practice Subject Centre
    ISBN (Print)9780955634338
    Publication statusPublished - Oct 2009

    Publication series

    NameConnecting Reflective Learning, Teaching and Assessment
    PublisherHigher Education Academy, Health Sciences and Practice Subject Centre

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    promotion
    curriculum
    Teaching
    learning
    student
    experience

    Bibliographical note

    The full text of this item is available free from the link given. 9780955634338
    This paper is made available under a Creative Commons Attribution-Noncommercial-Share Alike licence, full terms can be found at http://creativecommons.org/licenses/by-nc-sa/3.0/.
    http://www.hsaparchive.org.uk/rp/publications/aboutsite/copyright

    Keywords

    • constructive alignment
    • spiral curriculum
    • curriculum design

    Cite this

    Clouder, L. D. (2009). Promotion of reflective learning, teaching and assessment through curriculum design. (Connecting Reflective Learning, Teaching and Assessment). London: Higher Education Academy, Health Sciences and Practice Subject Centre.

    Promotion of reflective learning, teaching and assessment through curriculum design. / Clouder, Lynn D.

    London : Higher Education Academy, Health Sciences and Practice Subject Centre, 2009. (Connecting Reflective Learning, Teaching and Assessment).

    Research output: Book/ReportOther report

    Clouder, LD 2009, Promotion of reflective learning, teaching and assessment through curriculum design. Connecting Reflective Learning, Teaching and Assessment, Higher Education Academy, Health Sciences and Practice Subject Centre, London.
    Clouder LD. Promotion of reflective learning, teaching and assessment through curriculum design. London: Higher Education Academy, Health Sciences and Practice Subject Centre, 2009. (Connecting Reflective Learning, Teaching and Assessment).
    Clouder, Lynn D. / Promotion of reflective learning, teaching and assessment through curriculum design. London : Higher Education Academy, Health Sciences and Practice Subject Centre, 2009. (Connecting Reflective Learning, Teaching and Assessment).
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