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What is Constructive Alignment? Constructive Alignment, a term coined by John Biggs (Biggs, 1999) is one of the most influential ideas in higher education. It is the underpinning concept behind the current requirements for programme specification, declarations of Intended Learning Outcomes (ILOs) and assessment criteria, and the use of criterion based assessment. There are two parts to constructive alignment: * Students construct meaning from what they do to learn. * The teacher aligns the planned learning activities with the learning outcomes. The basic premise of the whole system is that the curriculum is designed so that the learning activities and assessment tasks are aligned with the learning outcomes that are intended in the course. This means that the system is consistent.

This page is designed to help you write appropriate learning outcomes when developing and revising your modules and programmes, and when devising assessment tasks. It explains: * what learning outcomes are * the learning outcomes process * the benefits of using learning outcomes * how to use learning outcomes at programme level * how to use learning outcomes at module level * how to write learning outcomes * how to link outcomes to assessment

Constructive alignment Constructive alignment of learning outcomes to assessment methods The following resources are available: Overview paper Professor Mike Osborne, University of Stirling and Workshop Director Report on the event and areas for future development and enhancement Professor Mike Osborne Keynote address: Aligning assessment with long-term learning needs Professor David Boud, University of Technology, Sydney, Australia Powerpoint slides | PDF version Case study 1: Assessment on the TQFE program- a case study of constructive alignment Dr Iddo Oberski, University of Stirling Powerpoint slides | PDF version Draft paper - Word version | PDF version Keynote address: Developing aligned courses Sue Drew, Sheffield Hallam University Powerpoint slides | PDF version Draft paper - Word version | PDF version

'Constructive alignment' starts with the notion that the learner constructs his or her own learning through relevant learning activities. The teacher's job is to create a learning environment that supports the learning activities appropriate to achieving the desired learning outcomes. The key is that all components in the teaching system - the curriculum and its intended outcomes, the teaching methods used, the assessment tasks - are aligned to each other. All are tuned to learning activities addressed in the desired learning outcomes. The learner finds it difficult to escape without learning appropriately.