Bibliography

Reflection

Consider this bibliography as a starting point for further scholarship on your own practice. Many of the articles cited are unfortunately behind paywalls and I do not think it appropriate to share them and breach copyright. However, you may find your library provides access to many of them. You may be able to gain access through another local University library.

Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing : a revision of Bloom’s taxonomy of educational objectives. New York: Longman.

Atkinson, S. P. (2015). Graduate Competencies, Employability and Educational Taxonomies: Critique of Intended Learning Outcomes. Practice and Evidence of the Scholarship of Teaching and Learning in Higher Education, 10(2), 154–177.
https://www.pestlhe.org/index.php/pestlhe/article/view/104

Atkinson, S. P. (2013). Taxonomy Circles: Visualizing the possibilities of intended learning outcomes. London: BPP University College
https://sijen.com/wp-content/uploads/2015/01/taxonomy-circles-atkinson-aug13.pdf

Jorre, T. J. de S., & Oliver, B. (2018). Want students to engage? Contextualise graduate learning outcomes and assess for employability. Higher Education Research & Development, 37(1), 44–57. https://doi.org/10.1080/07294360.2017.1339183

Biggs, J., & Tang, C. (2007). Teaching for Quality Learning at University: What the Student does (3rd ed.). Buckingham. GB: Open University Press.

Bloom, B. S. (1984). Taxonomy of Educational Objectives Book 1: Cognitive Domain (2nd edition). Boston: Addison Wesley Publishing Company.

Dave, R. H. (1967). Psychomotor domain. Presented at the International Conference of Educational Testing, Berlin.

Hussey, T., & Smith, P. (2002). The Trouble with Learning Outcomes. Active Learning in Higher Education, 3(3), 220–233. https://doi.org/10.1177/1469787402003003003

Krathwohl, D. R., Bloom, B. S., & Masia, B. B. (1999). Taxonomy of Educational Objectives Book 2/Affective Domain (2nd edition). Harlow: Longman Pub Group.

Moon, J. (2006). The Module & programme development handbook: A practical resource for linking levels, learning outcomes & assessment (Transferred to digital printing). Routledge.

Spronken-Smith, R., Walker, R., Batchelor, J., O’Steen, B., & Angelo, T. (2012). Evaluating student perceptions of learning processes and intended learning outcomes under inquiry approaches. Assessment & Evaluation in Higher Education, 37(1), 57–72. https://doi.org/10.1080/02602938.2010.496531

Treleaven, L., & Voola, R. (2008). Integrating the Development of Graduate Attributes Through Constructive Alignment. Journal of Marketing Education, 30(2), 160–173. http://doi.org/10.1177/0273475308319352

Werquin, P. & OECD (Eds.). (2010). Recognising non-formal and informal learning: Outcomes, policies and practices. OECD.

https://doi.org/10.1787/9789264063853-en

Bibliography

Reflection

Consider this bibliography as a starting point for further scholarship on your own practice. Many of the articles cited are unfortunately behind paywalls and I do not think it appropriate to share them and breach copyright. However, you may find your library provides access to many of them. You may be able to gain access through another local University library.

Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing : a revision of Bloom’s taxonomy of educational objectives. New York: Longman.

Atkinson, S. P. (2015). Graduate Competencies, Employability and Educational Taxonomies: Critique of Intended Learning Outcomes. Practice and Evidence of the Scholarship of Teaching and Learning in Higher Education, 10(2), 154–177.
https://www.pestlhe.org/index.php/pestlhe/article/view/104

Atkinson, S. P. (2013). Taxonomy Circles: Visualizing the possibilities of intended learning outcomes. London: BPP University College
https://sijen.com/wp-content/uploads/2015/01/taxonomy-circles-atkinson-aug13.pdf

Jorre, T. J. de S., & Oliver, B. (2018). Want students to engage? Contextualise graduate learning outcomes and assess for employability. Higher Education Research & Development, 37(1), 44–57. https://doi.org/10.1080/07294360.2017.1339183

Biggs, J., & Tang, C. (2007). Teaching for Quality Learning at University: What the Student does (3rd ed.). Buckingham. GB: Open University Press.

Bloom, B. S. (1984). Taxonomy of Educational Objectives Book 1: Cognitive Domain (2nd edition). Boston: Addison Wesley Publishing Company.

Dave, R. H. (1967). Psychomotor domain. Presented at the International Conference of Educational Testing, Berlin.

Hussey, T., & Smith, P. (2002). The Trouble with Learning Outcomes. Active Learning in Higher Education, 3(3), 220–233. https://doi.org/10.1177/1469787402003003003

Krathwohl, D. R., Bloom, B. S., & Masia, B. B. (1999). Taxonomy of Educational Objectives Book 2/Affective Domain (2nd edition). Harlow: Longman Pub Group.

Moon, J. (2006). The Module & programme development handbook: A practical resource for linking levels, learning outcomes & assessment (Transferred to digital printing). Routledge.

Spronken-Smith, R., Walker, R., Batchelor, J., O’Steen, B., & Angelo, T. (2012). Evaluating student perceptions of learning processes and intended learning outcomes under inquiry approaches. Assessment & Evaluation in Higher Education, 37(1), 57–72. https://doi.org/10.1080/02602938.2010.496531

Treleaven, L., & Voola, R. (2008). Integrating the Development of Graduate Attributes Through Constructive Alignment. Journal of Marketing Education, 30(2), 160–173. http://doi.org/10.1177/0273475308319352

Werquin, P. & OECD (Eds.). (2010). Recognising non-formal and informal learning: Outcomes, policies and practices. OECD.

https://doi.org/10.1787/9789264063853-en

Bibliography

Reflection

Consider this bibliography as a starting point for further scholarship on your own practice. Many of the articles cited are unfortunately behind paywalls and I do not think it appropriate to share them and breach copyright. However, you may find your library provides access to many of them. You may be able to gain access through another local University library.

Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing : a revision of Bloom’s taxonomy of educational objectives. New York: Longman.

Atkinson, S. P. (2015). Graduate Competencies, Employability and Educational Taxonomies: Critique of Intended Learning Outcomes. Practice and Evidence of the Scholarship of Teaching and Learning in Higher Education, 10(2), 154–177.
https://www.pestlhe.org/index.php/pestlhe/article/view/104

Atkinson, S. P. (2013). Taxonomy Circles: Visualizing the possibilities of intended learning outcomes. London: BPP University College
https://sijen.com/wp-content/uploads/2015/01/taxonomy-circles-atkinson-aug13.pdf

Jorre, T. J. de S., & Oliver, B. (2018). Want students to engage? Contextualise graduate learning outcomes and assess for employability. Higher Education Research & Development, 37(1), 44–57. https://doi.org/10.1080/07294360.2017.1339183

Biggs, J., & Tang, C. (2007). Teaching for Quality Learning at University: What the Student does (3rd ed.). Buckingham. GB: Open University Press.

Bloom, B. S. (1984). Taxonomy of Educational Objectives Book 1: Cognitive Domain (2nd edition). Boston: Addison Wesley Publishing Company.

Dave, R. H. (1967). Psychomotor domain. Presented at the International Conference of Educational Testing, Berlin.

Hussey, T., & Smith, P. (2002). The Trouble with Learning Outcomes. Active Learning in Higher Education, 3(3), 220–233. https://doi.org/10.1177/1469787402003003003

Krathwohl, D. R., Bloom, B. S., & Masia, B. B. (1999). Taxonomy of Educational Objectives Book 2/Affective Domain (2nd edition). Harlow: Longman Pub Group.

Moon, J. (2006). The Module & programme development handbook: A practical resource for linking levels, learning outcomes & assessment (Transferred to digital printing). Routledge.

Spronken-Smith, R., Walker, R., Batchelor, J., O’Steen, B., & Angelo, T. (2012). Evaluating student perceptions of learning processes and intended learning outcomes under inquiry approaches. Assessment & Evaluation in Higher Education, 37(1), 57–72. https://doi.org/10.1080/02602938.2010.496531

Treleaven, L., & Voola, R. (2008). Integrating the Development of Graduate Attributes Through Constructive Alignment. Journal of Marketing Education, 30(2), 160–173. http://doi.org/10.1177/0273475308319352

Werquin, P. & OECD (Eds.). (2010). Recognising non-formal and informal learning: Outcomes, policies and practices. OECD.

https://doi.org/10.1787/9789264063853-en

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