Konstruktiivisesti linjakkaan opetuksen malli kurssin suunnittelussa: esimerkkinä kvantitatiivisten menetelmien opintojakso
AbstraktiDuring the past twenty years, the focus of higher education has shifted from teacher-centered
towards student- and learning-centered approaches in many western countries. One of the implications
of this paradigm change becomes evident in terms of the role of the student. Instead of being
passive recipients, students are nowadays perceived as actors in constructing knowledge and meanings.
In his seminal study, Biggs (1996) emphasizes that teaching forms a complex system in which
all parts should be aligned to each other. In short, if the objective of the course is active knowledge
formation among students, teaching and learning activities (TLAs) and assessments tasks (ATs) as
well as grading should all contribute towards the same aim. Using quantitative methods study unit
organized in the Department of Political and Economic Studies at the University of Helsinki as a
case, the article utilizes constructive alignment model in course designing. In line with Brown et al.
(1997), it suggests that the primary tool in improving students’ learning in the course is changing
the assessment from an exam to a learning diary.