CONSTRUCTIVE ALIGNMENT BETWEEN OBJECTIVES, TEACHING AND LEARNING ACTIVITIES, STUDENT COMPETENCIES AND ASSESSMENT METHODS IN HIGHER EDUCATION
Abstract
A high-quality learning process in higher education properly and constructively aligns essential elements: study programs and course objectives, learning outcomes, content, student workload, teaching and learning activities, assessment methods and acquisition of student competencies, which is known in the literature as constructive alignment (CA). In essence, CA is bringing into alignment the predetermined competencies, the learning and teaching activities, and the assessment types. Furthermore, CA is an outcomes-based approach to teaching in which the learning outcomes that students are intended to achieve are defined before teaching takes place.
The success of students at all levels of study primarily depends on constructive alignment as one of the most significant and influential principles in higher education. Detailed knowledge of this principle and consistent application is the basic obligation of teaching staff in higher education. To develop a "constructively aligned" course unit, a teacher should start from the intended course-specific competencies, after which they should choose the most appropriate learning, instructive and teaching activities, and assessment methods for these specific competencies.
The paper explains in more detail the essence of CA between student workload expressed through ECTS, study programs, course and unit objectives, learning outcomes, theoretical and practical contents, teaching and learning methodology, formative and summative assessment methods and effective acquisition of student generic and course-specific competencies.
Keywords: constructive alignment, student workload, objectives, learning outcomes, learning and teaching activities, assessment, competencies
References
Ali, L. (2018). The Design of Curriculum, Assessment and Evaluation in Higher Education with Constructive Alignment. Journal of Education and e-learning Research, 5(1), 72-78.
Allan, J. (1996). Learning outcomes in higher education. Studies in higher education, 21(1), 93-108.
Armbruster, P., Patel, M., Johnson, E., & Weiss, M. (2009). Active learning and student-centered pedagogy improve student attitudes and performance in introductory biology. CBE—Life Sciences Education, 8(3), 203-213.
Bekhradnia, B. (2004). Credit accumulation and transfer, and the Bologna process: an overview. Oxford: Higher Education Policy Institute.
Biggs, J., and Tang, C. (2011). EBOOK: Teaching for Quality Learning at University. McGraw-hill Education (UK).
Biggs, J.B., & Tang, C. (2011b). Train-the-Trainers: Implementing Outcomes-based Education in Malaysia, Malaysian Journal of Learning and Instruction, 8, 1-20.
Biggs, J.B. (1993). From theory to practice: A cognitive systems approach. Higher Education Research and Development, 12, 73-86.
Biggs, J.B. (1996). Enhancing teaching through constructive alignment, Higher Education, 32: 1–18.
Biggs, J.B. (1999, 2001). Teaching for Quality Learning at University, Buckingham: Open University Press.
Biggs, J.B. (2001). The reflective institution: Assuring and enhancing the quality of teaching and learning. Higher Education, 14, 221-238.
Biggs, J.B. (2013). Changing Universities: A memoir about academe in different places and times. Melbourne: Strictly Literary.
Biggs, J.B., & Tang, C. (2007). Teaching for Quality Learning at University. (3rd Ed.). Maidenhead: McGraw Hill Education & Open University Press.
Biggs, J.B. & Tang, C. (2011a). Teaching for Quality Learning at University. (4th Ed.). Maidenhead: McGraw Hill Education & Open University Press.
Bonwell, C.C., & Eison, J.A. (1991). Active Learning: Creating Excitement in the Classroom, ASHE-ERIC Higher Education Report No. 1; School of Education and Human Development, The George Washington University: Washington, DC, USA.
Børte, K., Nesje, K., & Lillejord, S. (2023). Barriers to student active learning in higher education. Teaching in Higher Education, 28(3), 597-615.
Braun, E., & Mishra, S. (2016). Methods for assessing competences in higher education: A comparative review. Theory and method in higher education research, 2, 47-68.
Chan, C.K.Y., & Chen, S.W. (2023). Student partnership in assessment in higher education: a systematic review. Assessment & Evaluation in Higher Education, 1-13.
Cincović M., Belić B., Horvatek-Tomić D., Hristov S., Starić J., Novakov N., Ježek J. (2020). Kvalitet u veterinarskom visokom obrazovanju. Monografija, Departman za veterinarsku medicinu, Polјoprivredni fakultet – Univerzitet u Novom Sadu, pp. 1-240.
Cullen, J., Joyce, J., Hassall, T., & Broadbent, M. (2003). Quality in higher education: from monitoring to management. Quality Assurance in Education, 11(1), 5-14.
Divjak, B., Svetec, B., Horvat, D., & Kadoić, N. (2023). Assessment validity and learning analytics as prerequisites for ensuring student‐centred learning design. British Journal of Educational Technology, 54(1), 313-334.
European Association for Quality Assurance in Higher Education (ENQA). (2015). Standards and guidelines for quality assurance in the European Higher Education Area (ESG), Brissel.
European Commission. (2011). Using learning outcomes – European Qualifications Framework Series: note 4.
European Commission. (2015). ECTS users' guide. Publications Office of the European Commission.
European Commission. Directorate-General for Education. (2004). European Credit Transfer and Accumulation System (ECTS): Key Features. Office for Official Publications of the European Communities.
Felder, R.M., & Brent, R. (2009) Active learning: An introduction. ASQ High. Educ. Brief., 2, 4–9.
Fernandes, S., Araújo, A. M., Miguel, I., & Abelha, M. (2023). Teacher professional development in higher education: the impact of pedagogical training perceived by teachers. Education Sciences, 13(3), 309.
Fotoh, L. E., & Lorentzon, J. I. (2021). A practical approach to constructive alignment. Bidrag från universitetspedagogisk konferens 2021, 93.
Freeman, S., Eddy, S.L., McDonough, M., Smith, M.K., Okoroafor, N., Jordt, H., & Wenderoth, M.P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proc. Natl. Acad. Sci. USA , 111, 8410–8415.
Gleeson, J. (2013). The European Credit Transfer System and curriculum design: product before process?. Studies in Higher Education, 38(6), 921-938.
Gleeson, J., Lynch, R., & McCormack, O. (2021). The European Credit Transfer System (ECTS) from the perspective of Irish teacher educators. European Educational Research Journal, 20(3), 365-389.
Gonzales J., Wagenaar R. (editors), Tuning Educational Structures in Europe II: Universities’ Contribution to the Bologna Process, University of Deusto, University of Groningen, 2005. (http://www.relint.deusto.es/TUNINGProject/ index_english.html)
Gosling, D., & Moon, J. (2002). How to use learning outcomes and assessment criteria. London: SEEC.
Goss, H. (2022). Student learning outcomes assessment in higher education and in academic libraries: A review of the literature. The Journal of Academic Librarianship, 48(2), 102485.
Hailikari, T., Virtanen, V., Vesalainen, M., & Postareff, L. (2022). Student perspectives on how different elements of constructive alignment support active learning. Active Learning in Higher Education, 23(3), 217-231.
Hamdoun, W. M. A. (2023). Constructive Alignment Approach: Enhancing Learning and Teaching. British Journal of Multidisciplinary and Advanced Studies, 4(2), 162-170.
Inamorato dos Santos, A., Chinkes, E., Carvalho, M. A., Solórzano, C. M., & Marroni, L. S. (2023). The digital competence of academics in higher education: is the glass half empty or half full?. International Journal of Educational Technology in Higher Education, 20(1), 9. ISBN 978-92-79-21085-3, doi:10.2766/17497.
Ivić, I., Pešikan, A., & Antić, S. (2002). Active Learning: manual for implementation of active learning-teaching methods. Institute of psychology, Belgarde.
Kallioinen, O. (2010). Defining and comparing generic competences in higher education. European Educational Research Journal, 9(1), 56-68.
Kandlbinder, P. (2014). Constructive alignment in university teaching. HERDSA News, 36(3), 5-6.
Kennedy, D. (2006). Writing and using learning outcomes: a practical guide. University College Cork.
Kennedy, D., & McCarthy, M. (2016). Learning Outcomes in the ECTS Users’ Guide 2015. J. Eur. High. Educ. Area, 3.
Latchanna, G., & Dagnew, A. (2009). Attitude of teachers towards the use of active learning methods. E-journal of All India Association for Educational Research, 21(1), 53-60.
Liu, O. L., Bridgeman, B., & Adler, R. M. (2012). Measuring learning outcomes in higher education: Motivation matters. Educational Researcher, 41(9), 352-362.
Llorens, A., Berbegal-Mirabent, J., & Llinàs-Audet, X. (2017). Aligning professional skills and active learning methods: an application for information and communications technology engineering. European Journal of Engineering Education, 42(4), 382-395.
Lockhoff, J., Wegejis, B., Durkin, K., Wagenaar, R., González, J., Dalla Rosa, L., & Gobbi, M. (2011). A guide to formulating degree programme profiles. Including programme competences and programme learning outcomes. University of Deusto.
Loughlin, C., Lygo-Baker, S., & Lindberg-Sand, Å. (2021). Reclaiming constructive alignment. European Journal of Higher Education, 11(2), 119-136. Luxembourg: Publications Office of the European Union,
Maffei, A, Boffa, E, Lupi F, Lanzetta, M. (2022). On the Design of Constructively Aligned Educational Unit. Education Sciences, 12(7):438.
Maher, A. (2004). Learning outcomes in higher education: Implications for curriculum design and student learning. Journal of Hospitality, Leisure, Sport and Tourism Education, 3(2), 46-54.
Marbach-Ad, G., Seal, O., & Sokolove, P. (2001). Student attitudes and recommendations on active learning. Journal of College Science Teaching, 30(7), 434.
Michael, J. (2006). Where’s the evidence that active learning works? Am. J. Physiol. Adv. Physiol. Educ., 30, 159–167.
Ministry of Science and Education of the Republic of Serbia. (2017). National Qualifications Framework in Serbia (NQFS). http://noks.mpn.gov.rs/en/ (Access August 10, 2023).
Mitchell, A., Petter, S., & Harris, A.L. (2017). Learning by doing: Twenty successful active learning exercises for information systems courses. J. Inf. Technol. Educ. Innov. Pract. , 16, 21–46.
Moon, J. (2004). Some thoughts on learning outcomes: their role and use in higher education in the UK. Abrufbar unter: http://www. aic. lv/ace/ace_disk/Bologna/Bol_se min/Edinburgh/JennyMoon. pdf, 22, 2020.
Moon, J. (2006). Linking levels, learning outcomes and assessment criteria–EHEA version. In WUS, Budva: Curriculum Development and ECTS Seminar.
National Council for Higher Education (NSVO). (2019). Pravilnik o standardima i postupku za spolјašnju proveru kvaliteta visokoškolskih ustanova, Beograd.
Niemi, H., & Nevgi, A. (2014). Research studies and active learning promoting professional competences in Finnish teacher education. Teaching and Teacher Education, 43, 131-142.
Nusche, D. (2008). Assessment of learning outcomes in higher education: A comparative review of selected practices. OECD Education Working Paper No. 15.
Pantić, N. (2008). Tuning Teacher Education Curricula in the Western Balkans. Belgrade, Serbia: Centre for Education Policy. Retrieved August 18, 2011.
Pérez Martínez, J. E., García Martín, J., Muñoz Fernández, I., & Sierra Alonso, A. (2010). Active learning and generic competences in an operating systems course. International Journal of Engineering Education, 26(6), 1484-1492.
Prince, M.J. (2004). Does active learning work? A review of the research. J. Eng. Educ. , 93, 223–231.
Prince, M.J., & Felder, R.M. (2006). Inductive teaching and learning methods: Definitions, comparisons, and research bases. J. Eng. Educ. , 95, 123–138.
Pukelis, K., & Pileicikiene, N. (2012). Matching of Developed Generic Competences of Graduates in Higher Education with Labour Market Needs. Quality of Higher Education, 9, 140-167.
Salar, R., Yilmaz, B., & Aslan, B. E. (2022). How Realistic Are ECTS Credits from the Student's Perspective? Fostering Recovery through Metaverse Business Modelling, 450.
Sanchez, A. V., & Ruiz, M. P. (2008). Competence-based learning. A proposal for the assessment of generic competences, University of Deusto: Bilbao. Seminars/04070102.
Silander, C., & Stigmar, M. (2023). What university teachers need to know-perceptions of course content in higher education pedagogical courses. International journal for academic development, 28(1), 87-100.
Smith, K.A.; Sheppard, S.D.; Johnson, D.W.; Johnson, R.T. (2005). Pedagogies of engagement: Classroom-based practices. J. Eng. Educ., 94, 87–101.
Tuning Educational Structures in Europe (2005): http://tuning.unideusto.org/tuningeu/.
Tyler, R.W. (1949). Basic principles of curriculum and instruction. Chicago: University of Chicago Press.
Vlăsceanu, L., Grünberg, L., & Pârlea, D. (2004). Quality assurance and accreditation: A glossary of basic terms and definitions (p. 25). Bucharest: Unesco-Cepes.
Vukasović, M., (2006). (Urednik: Turajlić, S.) Razvoj kurikuluma u visokom obrazovanju. Alternativna akademska obrazovna mreža, Beograd.
Wagenaar, R. (2003) Educational Structures, Learning Outcomes, Workload and the Calculation of ECTS Credits, in Julia González and Robert Wagenaar, eds., Tuning Educational Structures in Europe. Final Report. Phase One. Deusto and Groningen, 223-246.
Wagenaar, R. (2006). An Introduction to the European Credit Transfer and Accumulation System (ECTS). In Eric Froment, Jürgen Kohler, Lewis Purser and Lesley Wilson, eds., EUA Bologna Handbook, Making Bologna Work, Vol 1, B 2.4-1, Berlin, Stuttgart: Jacob Raabe Verlag.
Wagenaar, R. (2014). Competences and learning outcomes: a panacea for understanding the (new) role of Higher Education? Tuning Journal for higher education, 1(2), 273-302.
Wagenaar, R. (2019a). A History of ECTS, 1989-2019: Developing a World Standard for Credit Transfer and Accumulation in Higher Education. International Tuning Academy.
Wagenaar, R. (2019b). Reform! Tuning the Modernisation Process of Higher Education in Europe: A Blueprint for Student-Centred Learning. International Tuning Academy.
Zakon o visokom obrazovanju ("Sl. glasnik RS", br. 88/2017, 73/2018, 27/2018 - dr. zakon, 67/2019, 6/2020 - dr. zakoni, 11/2021 - autentično tumačenje, 67/2021 i 67/2021 - dr. zakon).
Zlatkin-Troitschanskaia, O., Pant, H. A., & Coates, H. (2016). Assessing student learning outcomes in higher education: Challenges and international perspectives. Assessment & Evaluation in Higher Education, 41(5), 655-661.
Allan, J. (1996). Learning outcomes in higher education. Studies in higher education, 21(1), 93-108.
Armbruster, P., Patel, M., Johnson, E., & Weiss, M. (2009). Active learning and student-centered pedagogy improve student attitudes and performance in introductory biology. CBE—Life Sciences Education, 8(3), 203-213.
Bekhradnia, B. (2004). Credit accumulation and transfer, and the Bologna process: an overview. Oxford: Higher Education Policy Institute.
Biggs, J., and Tang, C. (2011). EBOOK: Teaching for Quality Learning at University. McGraw-hill Education (UK).
Biggs, J.B., & Tang, C. (2011b). Train-the-Trainers: Implementing Outcomes-based Education in Malaysia, Malaysian Journal of Learning and Instruction, 8, 1-20.
Biggs, J.B. (1993). From theory to practice: A cognitive systems approach. Higher Education Research and Development, 12, 73-86.
Biggs, J.B. (1996). Enhancing teaching through constructive alignment, Higher Education, 32: 1–18.
Biggs, J.B. (1999, 2001). Teaching for Quality Learning at University, Buckingham: Open University Press.
Biggs, J.B. (2001). The reflective institution: Assuring and enhancing the quality of teaching and learning. Higher Education, 14, 221-238.
Biggs, J.B. (2013). Changing Universities: A memoir about academe in different places and times. Melbourne: Strictly Literary.
Biggs, J.B., & Tang, C. (2007). Teaching for Quality Learning at University. (3rd Ed.). Maidenhead: McGraw Hill Education & Open University Press.
Biggs, J.B. & Tang, C. (2011a). Teaching for Quality Learning at University. (4th Ed.). Maidenhead: McGraw Hill Education & Open University Press.
Bonwell, C.C., & Eison, J.A. (1991). Active Learning: Creating Excitement in the Classroom, ASHE-ERIC Higher Education Report No. 1; School of Education and Human Development, The George Washington University: Washington, DC, USA.
Børte, K., Nesje, K., & Lillejord, S. (2023). Barriers to student active learning in higher education. Teaching in Higher Education, 28(3), 597-615.
Braun, E., & Mishra, S. (2016). Methods for assessing competences in higher education: A comparative review. Theory and method in higher education research, 2, 47-68.
Chan, C.K.Y., & Chen, S.W. (2023). Student partnership in assessment in higher education: a systematic review. Assessment & Evaluation in Higher Education, 1-13.
Cincović M., Belić B., Horvatek-Tomić D., Hristov S., Starić J., Novakov N., Ježek J. (2020). Kvalitet u veterinarskom visokom obrazovanju. Monografija, Departman za veterinarsku medicinu, Polјoprivredni fakultet – Univerzitet u Novom Sadu, pp. 1-240.
Cullen, J., Joyce, J., Hassall, T., & Broadbent, M. (2003). Quality in higher education: from monitoring to management. Quality Assurance in Education, 11(1), 5-14.
Divjak, B., Svetec, B., Horvat, D., & Kadoić, N. (2023). Assessment validity and learning analytics as prerequisites for ensuring student‐centred learning design. British Journal of Educational Technology, 54(1), 313-334.
European Association for Quality Assurance in Higher Education (ENQA). (2015). Standards and guidelines for quality assurance in the European Higher Education Area (ESG), Brissel.
European Commission. (2011). Using learning outcomes – European Qualifications Framework Series: note 4.
European Commission. (2015). ECTS users' guide. Publications Office of the European Commission.
European Commission. Directorate-General for Education. (2004). European Credit Transfer and Accumulation System (ECTS): Key Features. Office for Official Publications of the European Communities.
Felder, R.M., & Brent, R. (2009) Active learning: An introduction. ASQ High. Educ. Brief., 2, 4–9.
Fernandes, S., Araújo, A. M., Miguel, I., & Abelha, M. (2023). Teacher professional development in higher education: the impact of pedagogical training perceived by teachers. Education Sciences, 13(3), 309.
Fotoh, L. E., & Lorentzon, J. I. (2021). A practical approach to constructive alignment. Bidrag från universitetspedagogisk konferens 2021, 93.
Freeman, S., Eddy, S.L., McDonough, M., Smith, M.K., Okoroafor, N., Jordt, H., & Wenderoth, M.P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proc. Natl. Acad. Sci. USA , 111, 8410–8415.
Gleeson, J. (2013). The European Credit Transfer System and curriculum design: product before process?. Studies in Higher Education, 38(6), 921-938.
Gleeson, J., Lynch, R., & McCormack, O. (2021). The European Credit Transfer System (ECTS) from the perspective of Irish teacher educators. European Educational Research Journal, 20(3), 365-389.
Gonzales J., Wagenaar R. (editors), Tuning Educational Structures in Europe II: Universities’ Contribution to the Bologna Process, University of Deusto, University of Groningen, 2005. (http://www.relint.deusto.es/TUNINGProject/ index_english.html)
Gosling, D., & Moon, J. (2002). How to use learning outcomes and assessment criteria. London: SEEC.
Goss, H. (2022). Student learning outcomes assessment in higher education and in academic libraries: A review of the literature. The Journal of Academic Librarianship, 48(2), 102485.
Hailikari, T., Virtanen, V., Vesalainen, M., & Postareff, L. (2022). Student perspectives on how different elements of constructive alignment support active learning. Active Learning in Higher Education, 23(3), 217-231.
Hamdoun, W. M. A. (2023). Constructive Alignment Approach: Enhancing Learning and Teaching. British Journal of Multidisciplinary and Advanced Studies, 4(2), 162-170.
Inamorato dos Santos, A., Chinkes, E., Carvalho, M. A., Solórzano, C. M., & Marroni, L. S. (2023). The digital competence of academics in higher education: is the glass half empty or half full?. International Journal of Educational Technology in Higher Education, 20(1), 9. ISBN 978-92-79-21085-3, doi:10.2766/17497.
Ivić, I., Pešikan, A., & Antić, S. (2002). Active Learning: manual for implementation of active learning-teaching methods. Institute of psychology, Belgarde.
Kallioinen, O. (2010). Defining and comparing generic competences in higher education. European Educational Research Journal, 9(1), 56-68.
Kandlbinder, P. (2014). Constructive alignment in university teaching. HERDSA News, 36(3), 5-6.
Kennedy, D. (2006). Writing and using learning outcomes: a practical guide. University College Cork.
Kennedy, D., & McCarthy, M. (2016). Learning Outcomes in the ECTS Users’ Guide 2015. J. Eur. High. Educ. Area, 3.
Latchanna, G., & Dagnew, A. (2009). Attitude of teachers towards the use of active learning methods. E-journal of All India Association for Educational Research, 21(1), 53-60.
Liu, O. L., Bridgeman, B., & Adler, R. M. (2012). Measuring learning outcomes in higher education: Motivation matters. Educational Researcher, 41(9), 352-362.
Llorens, A., Berbegal-Mirabent, J., & Llinàs-Audet, X. (2017). Aligning professional skills and active learning methods: an application for information and communications technology engineering. European Journal of Engineering Education, 42(4), 382-395.
Lockhoff, J., Wegejis, B., Durkin, K., Wagenaar, R., González, J., Dalla Rosa, L., & Gobbi, M. (2011). A guide to formulating degree programme profiles. Including programme competences and programme learning outcomes. University of Deusto.
Loughlin, C., Lygo-Baker, S., & Lindberg-Sand, Å. (2021). Reclaiming constructive alignment. European Journal of Higher Education, 11(2), 119-136. Luxembourg: Publications Office of the European Union,
Maffei, A, Boffa, E, Lupi F, Lanzetta, M. (2022). On the Design of Constructively Aligned Educational Unit. Education Sciences, 12(7):438.
Maher, A. (2004). Learning outcomes in higher education: Implications for curriculum design and student learning. Journal of Hospitality, Leisure, Sport and Tourism Education, 3(2), 46-54.
Marbach-Ad, G., Seal, O., & Sokolove, P. (2001). Student attitudes and recommendations on active learning. Journal of College Science Teaching, 30(7), 434.
Michael, J. (2006). Where’s the evidence that active learning works? Am. J. Physiol. Adv. Physiol. Educ., 30, 159–167.
Ministry of Science and Education of the Republic of Serbia. (2017). National Qualifications Framework in Serbia (NQFS). http://noks.mpn.gov.rs/en/ (Access August 10, 2023).
Mitchell, A., Petter, S., & Harris, A.L. (2017). Learning by doing: Twenty successful active learning exercises for information systems courses. J. Inf. Technol. Educ. Innov. Pract. , 16, 21–46.
Moon, J. (2004). Some thoughts on learning outcomes: their role and use in higher education in the UK. Abrufbar unter: http://www. aic. lv/ace/ace_disk/Bologna/Bol_se min/Edinburgh/JennyMoon. pdf, 22, 2020.
Moon, J. (2006). Linking levels, learning outcomes and assessment criteria–EHEA version. In WUS, Budva: Curriculum Development and ECTS Seminar.
National Council for Higher Education (NSVO). (2019). Pravilnik o standardima i postupku za spolјašnju proveru kvaliteta visokoškolskih ustanova, Beograd.
Niemi, H., & Nevgi, A. (2014). Research studies and active learning promoting professional competences in Finnish teacher education. Teaching and Teacher Education, 43, 131-142.
Nusche, D. (2008). Assessment of learning outcomes in higher education: A comparative review of selected practices. OECD Education Working Paper No. 15.
Pantić, N. (2008). Tuning Teacher Education Curricula in the Western Balkans. Belgrade, Serbia: Centre for Education Policy. Retrieved August 18, 2011.
Pérez Martínez, J. E., García Martín, J., Muñoz Fernández, I., & Sierra Alonso, A. (2010). Active learning and generic competences in an operating systems course. International Journal of Engineering Education, 26(6), 1484-1492.
Prince, M.J. (2004). Does active learning work? A review of the research. J. Eng. Educ. , 93, 223–231.
Prince, M.J., & Felder, R.M. (2006). Inductive teaching and learning methods: Definitions, comparisons, and research bases. J. Eng. Educ. , 95, 123–138.
Pukelis, K., & Pileicikiene, N. (2012). Matching of Developed Generic Competences of Graduates in Higher Education with Labour Market Needs. Quality of Higher Education, 9, 140-167.
Salar, R., Yilmaz, B., & Aslan, B. E. (2022). How Realistic Are ECTS Credits from the Student's Perspective? Fostering Recovery through Metaverse Business Modelling, 450.
Sanchez, A. V., & Ruiz, M. P. (2008). Competence-based learning. A proposal for the assessment of generic competences, University of Deusto: Bilbao. Seminars/04070102.
Silander, C., & Stigmar, M. (2023). What university teachers need to know-perceptions of course content in higher education pedagogical courses. International journal for academic development, 28(1), 87-100.
Smith, K.A.; Sheppard, S.D.; Johnson, D.W.; Johnson, R.T. (2005). Pedagogies of engagement: Classroom-based practices. J. Eng. Educ., 94, 87–101.
Tuning Educational Structures in Europe (2005): http://tuning.unideusto.org/tuningeu/.
Tyler, R.W. (1949). Basic principles of curriculum and instruction. Chicago: University of Chicago Press.
Vlăsceanu, L., Grünberg, L., & Pârlea, D. (2004). Quality assurance and accreditation: A glossary of basic terms and definitions (p. 25). Bucharest: Unesco-Cepes.
Vukasović, M., (2006). (Urednik: Turajlić, S.) Razvoj kurikuluma u visokom obrazovanju. Alternativna akademska obrazovna mreža, Beograd.
Wagenaar, R. (2003) Educational Structures, Learning Outcomes, Workload and the Calculation of ECTS Credits, in Julia González and Robert Wagenaar, eds., Tuning Educational Structures in Europe. Final Report. Phase One. Deusto and Groningen, 223-246.
Wagenaar, R. (2006). An Introduction to the European Credit Transfer and Accumulation System (ECTS). In Eric Froment, Jürgen Kohler, Lewis Purser and Lesley Wilson, eds., EUA Bologna Handbook, Making Bologna Work, Vol 1, B 2.4-1, Berlin, Stuttgart: Jacob Raabe Verlag.
Wagenaar, R. (2014). Competences and learning outcomes: a panacea for understanding the (new) role of Higher Education? Tuning Journal for higher education, 1(2), 273-302.
Wagenaar, R. (2019a). A History of ECTS, 1989-2019: Developing a World Standard for Credit Transfer and Accumulation in Higher Education. International Tuning Academy.
Wagenaar, R. (2019b). Reform! Tuning the Modernisation Process of Higher Education in Europe: A Blueprint for Student-Centred Learning. International Tuning Academy.
Zakon o visokom obrazovanju ("Sl. glasnik RS", br. 88/2017, 73/2018, 27/2018 - dr. zakon, 67/2019, 6/2020 - dr. zakoni, 11/2021 - autentično tumačenje, 67/2021 i 67/2021 - dr. zakon).
Zlatkin-Troitschanskaia, O., Pant, H. A., & Coates, H. (2016). Assessing student learning outcomes in higher education: Challenges and international perspectives. Assessment & Evaluation in Higher Education, 41(5), 655-661.
Published
2024-01-09
Section
Articles
