Om | Resumé | Forsvar | Datamateriale | Artikel | Forfatter
De innovative aspekter i specialet er efterfølgende blevet distilleret og fremstillet på engelsk for at udbrede kendskabet til den nye metode for kursusevaluering. Artiklen er henvendt til undervisere der vil arbejde bevidst med at forbedre constructive alignment i deres undervisning og præsenterer derfor modellen set i lyset af hvordan den kan komme selve underviseren til gode.
Artiklen er skrevet sammen med min vejleder, Henrik Bærbak Christensen, og indsendt til konferencen for Innovation and Technology in Computer Science Education 2009. Den kan derfor ikke gøres tilgængelig endnu, men herunder findes artiklens engelske abstract. Den endelige udgave af artiklen vil blive gjort tilgængelig når den er blevet vurderet af reviewerne.
Most teachers have experienced the frustration following a large numbers of students that demonstrate the same misunderstanding of a specific topic at the exam. However, many have also experienced the sudden realisation that perhaps the misunderstanding is more closely related to a problem in the teaching or the course plan than to the intellectual capacity of the students.
This paper presents a model that allows course plans to be quantified in order to measure the alignment between what is taught and what is expected from students to learn. The result is twofold. First, the model directly highlights such discrepancies. Second, the concrete quantification work will give teachers a deeper understanding of the prioritisation and balancing in their lectures, exercises, and overall course plans.
