Remember Me
Or use your Academic/Social account:


Or use your Academic/Social account:


You have just completed your registration at OpenAire.

Before you can login to the site, you will need to activate your account. An e-mail will be sent to you with the proper instructions.


Please note that this site is currently undergoing Beta testing.
Any new content you create is not guaranteed to be present to the final version of the site upon release.

Thank you for your patience,
OpenAire Dev Team.

Close This Message


Verify Password:
Verify E-mail:
*All Fields Are Required.
Please Verify You Are Human:
fbtwitterlinkedinvimeoflicker grey 14rssslideshare1
Cobb, Kate (2015)
Languages: English
Types: Unknown
Constructive alignment (CA) describes an approach to education where teaching, learning and assessment are aligned to allow the learner to achieve the intended learning outcomes (ILOs) of the course. Assessment has a strong influence on learning and therefore the potential to have either a positive or negative impact on CA. The aim of the research in this thesis is to explore the effects of assessment on CA. \ud The context for the research is the final year of study within the School of Veterinary Medicine and Science (SVMS), at the University of Nottingham. Five mixed methods studies were conducted utilising questionnaires, semi-structured interviews and focus groups. In study one the ILOs of the course were defined and subsequently used in study two as a framework for an alumni survey to determine how well prepared graduates feel for clinical practice. Studies three and four investigated the impact of assessments on learning behaviour, namely multiple-choice questions (MCQ), directly observed procedural skills (DOPS) and the script concordance test (SCT). Finally in study five the influence of the transition to practice on learning behaviour during final year was explored.\ud Graduates felt well prepared by the SVMS curriculum for a career in practice with respect to all ILOs. However, assessments were not rated so highly when considered alone. DOPS and to some extent the SCT are considered to be authentic assessment formats and encourage a deep approach to learning. The MCQ in this context results in surface learning strategies being adopted. The imminent transition to practice has a positive effect on learning behaviour, however this conflicts with the preparation required for final year examinations. \ud Elements of the assessment strategy that have a positive and negative impact on CA are identified and discussed. Changes to the curriculum are proposed to enhance CA and ease the transition to practice.
  • The results below are discovered through our pilot algorithms. Let us know how we are doing!

    • 3. How useful do you If ifenldt stohmeewfohlalot pwreinpagresdo ualrthcoeusgohf hianvfeo rnmeeadteido tno  wutihliseen saunppsowrte arnind g trathineingSC sTin?ce  graduatio n 5. On a scale of 1 - 6, I w fehlte sroem1ew=hvaet pryreupanrfeadi ralathnodug6h = haaveve nreyedfeadir  tote usttilisoef syuopupocrlti nanicda tlraainbinilgit syi,nce  graduatio n
  • No related research data.
  • No similar publications.

Share - Bookmark

Cite this article