|Teaching and Learning Forum 2002 [ Proceedings Contents ]|
Aspects of teaching, assessment and evaluation practices are generally considered in curriculum development. With the current trend towards making learning or 'what the student does' the focus of a curriculum, identification of the congruence of teaching, learning and assessment processes would help in determining what can or cannot be achieved in a particular educational environment. Based on the congruence model, more realistic aims and strategies can be developed for a unit or course. This paper looks at an idealistic model and a realistic model of congruence, and the role of evaluation in helping to reduce the difference between the two models.
|Author: Dr Elizabeth Santhanam, Research Fellow, Evaluation of Teaching Unit, The University of Western Australia. firstname.lastname@example.org
Presentation format: Roundtable
Please cite as: Santhanam, E. (2002). Congruence of teaching, learning, assessment and evaluation. In Focusing on the Student. Proceedings of the 11th Annual Teaching Learning Forum, 5-6 February 2002. Perth: Edith Cowan University. http://lsn.curtin.edu.au/tlf/tlf2002/abstracts/santhanam-abs.html