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.
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.
The entire ontology (manifested beliefs about teaching and learning) of higher education is misconceived: It does not fit with the proven realities of learning, and does not fit at all with the new nature of knowledge construction in a Web 2.0 world. The education establishment needs to say goodbye to pedagogy and hello to andragogy to create a better fit. Here's the difference:\n\nIn pedagogy, the concern is with transmitting the content, while in andragogy, the concern is with facilitating the acquisition of the content.\n\nThere is little doubt that the most dominant form of instruction in Europe and America is pedagogy, or what some people refer to as didactic, traditional, or teacher-directed approaches. A competing idea in terms of instructing adult learners [including first-year college students], and one that gathered momentum within the past three decades, has been dubbed andragogy. [http://www-distance.syr.edu/andraggy.html]\n
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
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the learning outcomes process
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the benefits of using learning outcomes
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how to use learning outcomes at programme level
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how to use learning outcomes at module level
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how to write learning outcomes
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how to link outcomes to assessment
Alverno's Eight Abilities
Communication
Make connections that create meaning between yourself and your audience. Learn to speak, read, write and listen effectively, using graphics, electronic media, computers and quantified data.
Analysis
Think clearly and critically. Fuse experience, reason and training into considered judgment.
Problem Solving
Define problems and their causes, and use a range of abilities and resources to reach decisions, make recommendations, or carry out plans.
Valuing
Recognize different value systems while holding strongly to your own ethic. Recognize the moral dimensions of your decisions and accept responsibility for the consequences of your actions.
Social Interaction
Know how to get things done in committees, task forces, team projects and other group efforts. Elicit the views of others and help reach conclusions.
Developing a Global Perspective
Act with an understanding of and respect for the economic, social and biological interdependence of global life.
Effective Citizenship
Be involved and responsible in the community. Act with an informed awareness of contemporary issues and their historical contexts. Develop leadership abilities.
Aesthetic Engagement
Engage with various forms of art and in artistic processes. Take and defend positions regarding the meaning and value of artistic expressions in the contexts from which they emerge.