Constructive Alignment in Teaching and Learning: A Comprehensive Guide

 
Constructive alignment
 
Learning outcomes
, 
teaching and learning activities
, and
assessment
 must be aligned by the teacher to enable
constructive alignment by the learners (Biggs 2003).
 
“clearly specify the ILOs, design the learning activities
appropriate for the ILOs so that students could construct their
knowledge to achieve the outcomes, and establish assessment
criteria and provide feedback to the learners for students’
continuous improvement” (Wang et al, 2013).
 
 
ILO 1
ILO 2
ILO 3
Assessment 1
Assessment 2
Activity 1
Activity 2
Activity 3
Activity 4
 
Checking Constructive Alignment
ILO 1
ILO 2
ILO 3
Assessment 1
Assessment 2
Activity 1
Activity 2
Activity 3
Activity 4
ILO 1
ILO 2
ILO 3
Assessment 1
Assessment 2
Activity 1
Activity 2
Activity 3
Activity 4
ILO 1
ILO 2
ILO 3
Assessment 1
Assessment 2
Activity 1
Activity 2
Activity 3
Activity 4
Become more
aware of what is
possible with digital
technologies and
online learning and
teaching
Plan the rethinking
of your teaching
Experience of
some of the basic
digital tools you
will need
Quiz 1.3
Discussions
Steps 1.2, 1.3,
1.4, 1.5, 1.6,
1.7, 1.8, 1.9
Steps 1.6, 1.7,
1.8
Poll
Steps 1.2, 1.3,
1.4 1.5, 1.7
Steps 1.6, 1.8,
1.9
Slide Note

The concept of constructive alignment makes the obvious point that if you have intended learning outcomes for your students then you should have some way of knowing of whether they’ve been met, i.e. some form of assessment.

Equally obviously, it’s the teacher’s job to work out what it takes to achieve those outcomes, and therefore what activities should be designed into the session to help students do that, and demonstrate what they’ve learned.

In that case, students will be most likely to develop their own construction of what you intended them to learn.

But how do you check your constructive alignment?

Biggs, J. (2003). Aligning teaching and assessing to course objectives. Paper presented at the International Conference on Teaching and Learning in Higher Education: New Trends and Innovations, University of Aveiro, Portugal.

Wang, X., Su, Y., Cheung, S., E., W., & T., K. (2013). An exploration of Biggs’ constructive alignment in course design and its impact on students’ learning approaches. Assessment & Evaluation in Higher Education, 38(4), 477-449. doi:10.1080/02602938.2012.658018

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Constructive alignment emphasizes the importance of aligning learning outcomes, teaching activities, and assessments to enhance student learning. By clearly specifying learning outcomes, designing appropriate activities, and establishing assessment criteria with feedback, educators can foster constructive alignment in educational settings. This approach ensures that students can construct their knowledge effectively to achieve desired outcomes. The provided content highlights the key aspects of constructive alignment and offers insights into designing courses that promote meaningful learning experiences for students.


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  1. Constructive alignment Learning outcomes, teaching and learning activities, and assessment must be aligned by the teacher to enable constructive alignment by the learners (Biggs 2003). clearly specify the ILOs, design the learning activities appropriate for the ILOs so that students could construct their knowledge to achieve the outcomes, and establish assessment criteria and provide feedback to the learners for students continuous improvement (Wang et al, 2013).

  2. Checking Constructive Alignment Activity 1 ILO 1 Assessment 1 Activity 2 ILO 2 Assessment 2 Activity 3 ILO 3 Activity 4

  3. Activity 1 ILO 1 Assessment 1 Activity 2 ILO 2 Assessment 2 Activity 3 ILO 3 Activity 4

  4. Activity 1 ILO 1 Assessment 1 Activity 2 ILO 2 Assessment 2 Activity 3 ILO 3 Activity 4

  5. Activity 1 ILO 1 Assessment 1 Activity 2 ILO 2 Assessment 2 Activity 3 ILO 3 Activity 4

  6. Steps 1.6, 1.7, 1.8 Become more aware of what is possible with digital technologies and online learning and teaching Quiz 1.3 Discussions Steps 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8, 1.9 Steps 1.2, 1.3, 1.4 1.5, 1.7 Plan the rethinking of your teaching Steps 1.6, 1.8, 1.9 Experience of some of the basic digital tools you will need Poll

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