Thesis | Abstract | Defence | Data | Paper | Author
The innovative aspects of the thesis has subsequently been distilled and presented in English to spread the awareness of this new method for course evaluation. The paper aims at reflective practioners, who wish to work consciously on improving constructive alignment in their teaching and therefore the paper presents how the model can be of value to the actual teacher.
The paper has been written together with my adviser, Henrik Bærbak Christensen, and has been submitted for the conference for Innovation and Technology in Computer Science Education 2009. It is therefore not yet available. However, the abstract from the paper has been reproduced below. The final paper will be made available when it has been reviewed.
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.
