"Biggs and Tang now with Kennedy have ensured this new edition remains an international
leader for university teaching for the next decade." Denise Chalmers AM Emeritus Professor
University of Western Australia Australia "This book a fifth edition can truly be called a
"classic" on the topic of teaching learning and curriculum design in higher education."
Michael Prosser Honorary Professorial Fellow Centre for the Study of Higher Education
University of Melbourne Australia "You should be inspired to increase the quality of your
teaching your learning and your learning about teaching." John R. Kirby Professor Emeritus
of Educational Psychology Queen's University Canada The concept of constructive alignment
has supported generations of students and teachers within higher education. It is a 'backward
design' method of teaching where the student outcomes are identified first and the teacher then
designs teaching activities to enable students to achieve those outcomes assessing how well
they have been achieved. Each chapter outlines how to design the learning outcomes teaching
and assessments for success in learning. This updated edition of Teaching for Quality
Learning at University: . Provides a comprehensive research-based theory of teaching for
teacher reflection . Outlines how educational technology can be used in constructively aligned
teaching . Helps staff developers to provide support for staff and departments in line with
institutional policies . Offers a framework for quality assurance and quality enhancement
across a whole institution Teaching for Quality Learning at University continues to be used
as a framework for designing higher education teaching systems globally and is essential
reading for those in the field. John Biggs has held Chairs in Education in Canada Australia
and Hong Kong. He has published extensively on student learning and the implications of his
research for teaching. He developed his concept of constructive alignment at the University of
Hong Kong first outlined in Teaching for Quality Learning at University in 1999. Catherine
Tang has over 15 years of teaching experience in tertiary education and is the former Head of
the Centre for Learning Teaching and Supervision at the Education University of Hong Kong (the
then Hong Kong Institute of Education) and the Educational Development Centre at the Hong Kong
Polytechnic University. Gregor Kennedy is the Deputy Vice-Chancellor (Academic) at the
University of Melbourne Australia and a Professor of Higher Education in the Melbourne Centre
for the Study of Higher Education.
