Pascoe Michelle, Singh Shajila
Division of Communication Sciences and Disorders, University of Cape Town, South Africa.
S Afr J Commun Disord. 2008;55:91-110.
This paper describes the way in which constructive alignment is being implemented in the Speech-language Pathology (SLP) programme at a South African university. We focus on one of the courses, Human Communication Development, that comprises the four year programme of study. A first year, first semester course that is attended by both SLP and Audiology students, it aims to introduce fundamentals of the communication process and its development at a pre-clinical level. We aim to show how theoretical principles from higher education can be implemented at a micro level in a course of the SLP Programme. The principles of constructive alignment are introduced and exemplified through description of the revision of this course. All academic and clinical staff involved in the programme contributed to the development of the course. A template for curriculum revision is presented which allows for the explicit alignment of intended learning outcomes, teaching and learning activities and criterion referenced assessment. Staff participants recorded reflections on their own learning in personal reflection logs. Through this journaling process parallels are drawn between the' teachers'v oyage of discovery and that of the students.
本文描述了南非一所大学的言语病理学（SLP）专业实施建设性对准的方式。我们聚焦于该四年制学习项目中的一门课程——人类沟通发展。这是一门面向言语病理学和听力学专业学生的大一第一学期课程，旨在在临床前阶段介绍沟通流程及其发展的基础知识。我们旨在展示高等教育的理论原则如何在言语病理学专业课程的微观层面得以实施。通过对该课程修订的描述来引入并举例说明建设性对准的原则。参与该项目的所有学术和临床工作人员都为课程的开发做出了贡献。文中呈现了一个课程修订模板，该模板允许预期学习成果、教学活动和标准参照评估进行明确的对准。参与的工作人员在个人反思日志中记录了他们自身学习的反思。通过这个日志记录过程，我们对比了“教师”的发现之旅和学生的发现之旅。
