John Biggs has held Chairs in Education in Canada, Australia, and Hong Kong. He has published extensively on student learning and the implications of his research for teaching. Catherine Tang is the former Head of Educational Development Centre in the Hong Kong Institute of Education and also in the Hong Kong Polytechnic University.

Table of Contents

Foreword to original edition
Preface to fourth edition
Acknowledgements
The outcomes we intend readers to achieve

Part 1: Effective teaching and learning for today's universities

The changing scene in university teaching
Teaching according to how students learn
Setting the stage for effective teaching
Contexts for effective teaching and learning
Knowledge and understanding
Constructively aligned teaching and assessment

Part 2: Designing constructively aligned outcomes-basedteaching and learning

Designing intended learning outcomes
Teaching/learning activities for declarative intended learning outcomes
Teaching/learning activities for functioning intended learning outcomes
Aligning assessment tasks with intended learning outcomes:principles
Assessing and grading for declarative intended learningoutcomes
Assessing and grading for functioning intended learningoutcomes

Part 3: Constructive alignment in action

Implementing, supporting and enhancing constructivealignment
Constructive alignment as implemented: some examples

References
Index

About the Author

Catherine Tang obtained her PhD in Education from the University of Hong Kong in 1991, her dissertation focusing on assessment practices that aligned directly to course objectives. She has been engaged in staff development ever since, holding the posts of Deputy Director, later Head, of the Educational Development Centre at the Hong Kong Polytechnic University and Head of the Centre for Learning, Teaching and Supervision at the Hong Kong Institute of Education. She now works as an educational consultant in Hobart, Australia.