1.2.2 Curriculum Alignment:
To make the program dynamic, logical and effective, the pedagogical principles of alignment was applied in all courses. This alignment answer many questions like what a teacher is going to deliver, what students will learn, how the activities should be designed and how to evaluate students learning in a course or a program. Initially course learning outcome(s) are documented ina clear way that the students understand that what is expected from them. After drafting the course learning outcome(s), course activities are designed according to the intended learning outcomes. The course activities may encompass memorising, content delivery, creating and structured reading but all activities must help in achieving the original intended learning outcome. Now the course …show more content…
These factors could be External, organizational or internal. External factors may include government expectation, social obligations, while organizational factors are from the academic institute such as program resources; internal factors include students and the teaching faculty.
The main purpose of the documenting an ILO is to know what, how and standard of the students learning. An ILO comprise of three essential components: a statement which indicate what student is expected to learn by the end of the task; the level of learning which may indicate standard of learning is expected from the student, and a verb according to the determined standard of learning (Biggs 1996, 2010; Ascough 2011).
To determine level of learning and verb multiple taxonomical classifications are used which includes Bloom’s Taxonomy, SOLO Taxonomy and ICE taxonomy (page #). The choice of taxonomy depends on the liking and requirement of an instructor but should aligned with the expected level, domains and dimension of the learning (Biggs 2007, 2010; Wang
To make the program dynamic, logical and effective, the pedagogical principles of alignment was applied in all courses. This alignment answer many questions like what a teacher is going to deliver, what students will learn, how the activities should be designed and how to evaluate students learning in a course or a program. Initially course learning outcome(s) are documented ina clear way that the students understand that what is expected from them. After drafting the course learning outcome(s), course activities are designed according to the intended learning outcomes. The course activities may encompass memorising, content delivery, creating and structured reading but all activities must help in achieving the original intended learning outcome. Now the course …show more content…
These factors could be External, organizational or internal. External factors may include government expectation, social obligations, while organizational factors are from the academic institute such as program resources; internal factors include students and the teaching faculty.
The main purpose of the documenting an ILO is to know what, how and standard of the students learning. An ILO comprise of three essential components: a statement which indicate what student is expected to learn by the end of the task; the level of learning which may indicate standard of learning is expected from the student, and a verb according to the determined standard of learning (Biggs 1996, 2010; Ascough 2011).
To determine level of learning and verb multiple taxonomical classifications are used which includes Bloom’s Taxonomy, SOLO Taxonomy and ICE taxonomy (page #). The choice of taxonomy depends on the liking and requirement of an instructor but should aligned with the expected level, domains and dimension of the learning (Biggs 2007, 2010; Wang