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Constructive alignment

07 June 2024

Constructive alignment informs how we teach graduate attributes, as well as our chosen disciplines. It provides a framework and a way of thinking about our teaching which helps us develop curriculum areas now and in the future (Biggs & Tang, 2007). Learn more about constructive alignment.

HOW TO APPLY
Constructive alignment outlines four stages in design:
  1. Describe the intended learning outcome in the form of a verb (learning activity), it’s object (the content) and specify the context and a standard the students are to attain. Intended learning outcomes are statements that predict what learners will have gained as a result of learning. From the students’ perspective, the outcomes approach communicates what they are expected to be able to do and the criteria that will be used to assess them.
  2. Create a learning environment using teaching/learning activities that address that verb and therefore are likely to bring about the intended outcome
  3. Use assessment tasks that also contain that verb, thus enabling you to judge with the help of rubrics if and how well students’ performances meet the criteria
  4. Transform these judgements into standard grading criteria

 

A version of constructive alignment with examples

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