Constructive alignment is the underpinning concept behind the current requirements for programme specification, declarations of learning outcomes (LOs) and assessment criteria, and the use of criterion based assessment.

2020年3月10日 · This paper explores the tensions that have been created as constructive alignment has journeyed and expanded from an educational theory into Higher Education teaching policy and practice. The purpose is to reclaim its original perspective as a tool for professional academic teaching.

Constructive alignment is a student-centred and active learning approach, that capitalises on the powerful effect of assessment to promote deep learning and enhance the quality of learning and teaching in higher education.

Constructive alignment (CA) is a design for teaching in which what it is intended students should learn, and how they should express their learning, is clearly stated before teaching takes place.

2020年11月21日 · Constructive alignment is an outcomes-based approach to teaching that we describe here, illustrating with examples from the teaching of anatomy. Constructive alignment is based on two principles: constructivist psychology, which posits that students construct their...

Constructive alignment can be used for individual courses, for degree programmes, and at the institutional level, for aligning all teaching to graduate attributes. Constructive alignment is an example of outcomes-based education (OBE).

The framework of constructive alignment is represented in the University's recommended approach to unit design: Identify the intended learning outcomes; Design assessment tasks to measure attainment of the learning outcomes

2018年8月23日 · Constructive alignment of learning is a method of organizing learning outcomes, teaching practices, and assessments in a systematic way that connects units to the overall content of the course. Below is a flow chart outlining constructive alignment.

2023年5月10日 · Constructive Alignment Theory is an educational framework that aligns the intended learning outcomes, teaching and learning activities, and assessment methods. As an outcome-based approach to teaching, the aim is to improve the quality of learning by ensuring that what students are supposed to learn, how they will learn, and how they will be ...

developments. Constructivism has a long history in cognitive psychology, and is rapidly becoming the dominant espoused theory in education; it remains, however, to see it as a common theory-in-use in higher education. In this paper, I concentrate …