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Constructive alignment and the research skills development framework: using theory to practically align graduate attributes, learning experiences, and assessment tasks in undergraduate midwifery

Pretorius, Lynette, Bailey, Carolyn and Miles, Maureen 2013, Constructive alignment and the research skills development framework: using theory to practically align graduate attributes, learning experiences, and assessment tasks in undergraduate midwifery, International journal of teaching and learning in higher education, vol. 25, no. 3, pp. 378-387.

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Title Constructive alignment and the research skills development framework: using theory to practically align graduate attributes, learning experiences, and assessment tasks in undergraduate midwifery
Author(s) Pretorius, Lynette
Bailey, Carolyn
Miles, Maureen
Journal name International journal of teaching and learning in higher education
Volume number 25
Issue number 3
Start page 378
End page 387
Total pages 10
Publisher International Society for Exploring Teaching and Learning
Place of publication Blacksburg, Va.
Publication date 2013
ISSN 1812-9129
Summary Midwifery educators have to provide students with stimulating curricula that teach academic and vocational content, as well as transferable skills. The Research Skills Development (RSD) framework provides a conceptual model that allows educators to explicitly scaffold the development of their students’ research skills. This paper aims to demonstrate the effective use of the RSD framework and constructive alignment theory to redesign a second-year Midwifery assessment task.The assessment task was changed into a scenario-based question to better reflect the unit learning objectives and expected graduate attributes. Students were provided with extra time in class to explore the assessment task in a peer environment. Following the return of their assessments, students were asked to complete a questionnaire to evaluate the effectiveness of the assessment redesign. We show that using a constructively aligned scenario-based assessment task in a second year unit more successfully articulated the expected graduate attributes of midwives. Qualitative and quantitative feedback suggested that students and staff appreciated a more clinically- relevant assessment task. This paper demonstrates that the use of the RSD framework to constructively aligngraduate attributes, learning experiences, and assessment tasks allows for the transformation of undergraduate assessment into a learning experience relevant to clinical practice.
Language eng
Field of Research 1301 Education Systems
1302 Curriculum And Pedagogy
111006 Midwifery
Socio Economic Objective 920210 Nursing
HERDC Research category C1.1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2013, International Journal on Teaching and Learning in Higher Education
Free to Read? Yes
Use Rights Creative Commons Attribution No-Derivatives licence
Persistent URL http://hdl.handle.net/10536/DRO/DU:30080121

Document type: Journal Article
Collections: School of Nursing and Midwifery
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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.