The Constructive Alignment Theory
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The Constructive Alignment Theory proposes that teaching and learning will be more effective for Robert if the module outcomes are better aligned. This means clearly stating learning outcomes, ensuring exams assess those outcomes, and choosing teaching activities that help students develop the skills outlined in the outcomes. With constructive alignment, students will be encouraged to follow the teacher's intentions and learning outcomes because they will know what to expect for the exam.
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This short presentation introduces the concept of Constructive Alignment. The idea underpins the design of assessment, learning and teaching to ensure they work in balance.
Constructive alignment in university teaching and curriculum
The document discusses constructive alignment in university teaching. It describes constructive alignment as aligning learning outcomes, teaching methods, and assessments. The key aspects of constructive alignment are:
1. Clearly defining intended learning outcomes.
2. Choosing teaching methods that will help students achieve the learning outcomes.
3. Using assessments that evaluate if students have achieved the intended learning outcomes.
It emphasizes the importance of student-centered learning over teacher-centered transmission of information. A reflective, student-focused approach to teaching is advocated to ensure learning outcomes are effectively achieved.
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This document provides information about outcomes-based education (OBE), including:
- The key differences between traditional teaching and OBE, which focuses on what students can do rather than what teachers teach.
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2. Intended learning outcomes should be expressed from the student's perspective using action verbs about what students will be able to do. Teaching and assessment should elicit these desired verbs.
3. Constructive alignment was developed at the University of Hong Kong to ensure teaching methods and assessments directly address the intended learning outcomes. This creates a coherent design for teaching and learning.
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2) Assessment should match and reinforce what is truly valued in a course. Students learn what is assessed, not just what is discussed.
3) Using frameworks like Bloom's Taxonomy and SOLO help define learning outcomes and assessments at different levels of understanding and promote a deep approach to learning over surface memorization.
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2. Intended learning outcomes should be expressed from the student's perspective using action verbs about what students will be able to do. Teaching and assessment should elicit these desired verbs.
3. Constructive alignment was developed at the University of Hong Kong to ensure teaching methods and assessments directly address the intended learning outcomes. This creates a coherent design for teaching and learning.
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Obe slide
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FACULTY OF COMPUTER SCIENCE AND INFORMATION TECHNOLOGY, UNIVERSITI MALAYSIA SARAWAK, SYAHRULN@FIT.UNIMAS.MY
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John Biggs And Catherine Tang 2008
The document discusses the concept of constructive alignment in learning, teaching and assessment. Constructive alignment means that the intended learning outcomes, teaching methods, and assessment tasks are aligned and designed to help students achieve the intended outcomes. The key points are:
- Intended learning outcomes should be expressed as action verbs describing what students will be able to do.
- Teaching and learning activities should engage students in enacting those verbs to help them achieve the outcomes.
- Assessment tasks should provide opportunities for students to demonstrate if they have achieved the outcomes and at what level, by requiring them to perform the verbs.
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- 1. The Constructive Alignment Theory University of AArhus
- 2. How and why teaching and learning for Robert may be more effective if his module outcomes were more effectively aligned? Through the constructive alignment that means to clearly state the learning outcomes of the course, exam issues precisely does and tell to the students, choosing the appropriate teaching and learning activities to train the skills and competences during the course. Because through the constructive alignment theory the student will be encouraged to follow the intentions of the teacher (the learning outcomes) knowing what will be expected for him to the exam.