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	Comments on: Negotiating a rubric of learning outcomes and letting students pick the format in which they show they&#8217;ve mastered the learning outcomes	</title>
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	<link>https://mirjamglessmer.com/2021/07/04/negotiating-a-rubric-of-learning-outcomes-and-letting-students-pick-the-format-in-which-they-show-theyve-mastered-the-learning-outcomes/</link>
	<description>Dr. Mirjam S. Glessmer</description>
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		By: Currently reading &#34;A neutral toolkit? For a fundamental critique of constructive alignment&#34; by Newby &#38; Cornelisen (2025) - Adventures in Oceanography and Teaching		</title>
		<link>https://mirjamglessmer.com/2021/07/04/negotiating-a-rubric-of-learning-outcomes-and-letting-students-pick-the-format-in-which-they-show-theyve-mastered-the-learning-outcomes/#comment-3810</link>

		<dc:creator><![CDATA[Currently reading &#34;A neutral toolkit? For a fundamental critique of constructive alignment&#34; by Newby &#38; Cornelisen (2025) - Adventures in Oceanography and Teaching]]></dc:creator>
		<pubDate>Sat, 22 Feb 2025 08:12:10 +0000</pubDate>
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					<description><![CDATA[[&#8230;] and all activities, I see ways to reconcile that with constructive alignment, for example by negotiating learning outcomes with students. And I see definite benefits with making it clear what we want students to learn and [&#8230;]]]></description>
			<content:encoded><![CDATA[<p>[&#8230;] and all activities, I see ways to reconcile that with constructive alignment, for example by negotiating learning outcomes with students. And I see definite benefits with making it clear what we want students to learn and [&#8230;]</p>
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