A Handbook for Teaching and Learning in Higher Education Enhancing academic and Practice

Curriculum design and development
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53
DECISIONS
EVALUATION
analyse
assemble
LEARNING
OUTCOMES
how
ASSESSMENT
what
why
how
TEACHING
what
how
LEARNING
what
why
Figure 4.2 A modification to Cowan’s earlier model
Using such a model is intended to enable staff to define learning outcomes clearly and
in accessible language that supports students in thinking through their own learning
strategies. It is also intended to encourage academic staff to consider how they will
facilitate student learning to achieve the intended learning outcomes.
This logical model of curriculum development sits well with Biggs’ model of alignment
of teaching, learning and assessment (1999). There is much research to show that students
tend to think about assessment first, rather than as their lecturers or tutors often do, as
the last piece of course or curriculum development that needs to be considered. Biggs’
model outlining the differences in students’ versus staff perspectives on the curriculum
is shown in Figure 4.3 on page 54.