Development of a group work assessment pedagogy using constructive alignment theory

Research output: Contribution to journalArticle

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Abstract

The purpose of this paper is to explore group work assessment underpinned by constructive alignment theory to develop a new assessment pedagogy. A review was undertaken of an existing module ‘Mental Health Nursing 1’, with student nurses participating in the BSc (Hons) Nursing Programme. Constructive alignment theory requires teachers to adopt a deep approach to learning where module learning outcomes are aligned with the teaching environment and modes of assessment. As the module progressed, reviewing the Mental Health Nursing 1 module became an excellent opportunity to begin to understand how constructive alignment theory can inform a group work assessment pedagogy. Working using a constructively aligned assessment process became a valuable learning experience for the module leader whilst at the same time revealed a gap in the research around the impact of constructively aligned teaching and group work assessment.
Original languageEnglish
Pages (from-to)49-53
Number of pages5
JournalNurse Education Today
Volume61
Early online date16 Nov 2017
DOIs
Publication statusPublished - Feb 2018

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group work
Teaching
Psychiatric Nursing
Learning
nursing
Process Assessment (Health Care)
mental health
learning
Nursing
Nurses
Students
nurse
Research
leader
teacher
experience
student

Cite this

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Development of a group work assessment pedagogy using constructive alignment theory. / Croy, Suzanne.

In: Nurse Education Today, Vol. 61, 02.2018, p. 49-53.

Research output: Contribution to journalArticle

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