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Constructive Alignment Outline PDF

This document provides a quick guide for module leaders on designing modules using the principles of constructive alignment to promote student learning. It outlines the key components of module design, including learning outcomes, objectives, teaching and learning activities, and assessment tasks. The guide explains that these components should be aligned, with learning outcomes informing objectives, objectives determining activities, and activities and assessments providing feedback to students on their progress toward meeting outcomes. It recommends defining outcomes first based on benchmarks and standards, then selecting appropriately aligned activities and assessments to engage students in achieving the outcomes.

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Selina Louis Chen Tien
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169 views

Constructive Alignment Outline PDF

This document provides a quick guide for module leaders on designing modules using the principles of constructive alignment to promote student learning. It outlines the key components of module design, including learning outcomes, objectives, teaching and learning activities, and assessment tasks. The guide explains that these components should be aligned, with learning outcomes informing objectives, objectives determining activities, and activities and assessments providing feedback to students on their progress toward meeting outcomes. It recommends defining outcomes first based on benchmarks and standards, then selecting appropriately aligned activities and assessments to engage students in achieving the outcomes.

Uploaded by

Selina Louis Chen Tien
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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Reference: Tepper, J. (2008) Design a module using the principles of constructive alignment.

Nottingham Trent University. [online] Available at: www.ntu.ac.uk/casq


Description: Quick guide to outcomes-based
design using constructive alignment for
module leaders and programme leaders

Keywords: Keywords: constructive alignment,


learning outcomes, teaching and learning activities,
assessment tasks, verbs, outcomes-based design

Design a module using the principles of constructive alignment


Designing learning is considered one of the most fundamental activities of a teaching
practitioner. Good teaching practice is commonly perceived as that which creates and
uses learning environments and activities that foster deep student learning. This is a
brief guide for new academics on how we can develop modules using the principles of
constructive alignment to promote good teaching and thus deep student learning.
When starting out tabula rasa, it is useful to consider the design process as consisting of
the following set of related tasks:
a. Review your own teaching philosophy;
b. Review key components of a module;
c. Apply five basic steps of outcomes-based module design.
a) Review your own teaching philosophy
Constructive alignment is inherently student-centred in that it is what the student does
that is responsible for their learning. The teachers role is to create appropriate learning
environments that engage the student in learning activities that enable them to meet the
learning outcomes. The expectation during design therefore is to consider what do they
[the student] have to do to rather than what do I [the teacher] have to do. Clearly,
it is important for you to reflect on what student-centred learning means to you and your
practice.
b) Review key components of a module
When designing undergraduate or postgraduate modules in UK HEIs, the main
components are considered to be the learning aims, learning outcomes, learning
objectives, teaching and learning activities (TLAs), and assessment tasks (ATs). These
are described in detail below.
Learning aims are statements of learning which tend to be generalised. It
essentially identifies the learning intentions i.e. what the teacher intends the
student to learn;
Intended learning outcomes are statements that describe what the students
should have learnt having completed the teaching and learning activities;
Learning objectives are teacher-orientated and/or student-orientated
statements that specify what activities the students need to perform to achieve
the associated learning outcomes. They determine the teaching and learning
activities (TLAs) used. When defining learning objectives it is essential to consider
the existing knowledge and experience of the typical student entering the
module.
Teaching and learning activities (TLAs) refer to teaching methods and
techniques that are chosen to get the students to do what the learning objectives
(or outcomes) nominate.

Nottingham Trent University | www.ntu.ac.uk/casq | 24.01.08

Assessment tasks (AT) Formative assessment tasks refer to those student


activities that provide an indication (to student and teacher) as to how well the
student is developing and attract no formal marks. Summative assessment tasks
refer to those student activities that reveal how well they have met the intended
learning outcomes and are used to make official judgments about student
performance and attract formal marks.
Figure 1 shows how these components inter-relate in a systemic way.
Assessment Tasks
Formative

Learning or
Curriculum
Objectives

Input

Teaching and
Learning Activities
(TLAs)

Process

Summative

Intended
Learning
outcomes

Output

Figure 1. Components of a module design


The learning outcomes are informed by subject benchmark statements, the institution
and the School subject team. The learning outcomes, together with the pre-requisite
expectations of the incoming student, determine the list of learning objectives students
are required to achieve in order to attain the outcomes. The objectives subsequently
determine the teaching and learning activities we apply to engage the student. During
this process, there is a learning loop where various formative assessments, together with
associated feedback, are provided to give some indication as to how the student is
progressing. Finally, summative assessments are applied to measure how well the
student has met the learning outcomes (according to some assessment criteria or
taxonomy).
c) Apply five basic steps of outcomes-based module design
Apply the following steps to design your module:
Five Key Steps
1. Define the intended learning outcomes
o Use level descriptors, subject benchmarks, Academic Standards and
Quality Handbook, professional standards bodies
o Iterative consultation with programme leadertop down and bottom up
o Avoid too manybreadth kills depth
2. Select appropriate TLAs
3. Engage students in these learning activities during the teaching process
4. Select appropriate ATs
5. Compute final grade and provide feedback
The problem here is what do we base appropriate (or aligned) on? The answer at the
moment is verb-matching schemes as defined and referenced in Biggs (2003). Verbs
Nottingham Trent University | www.ntu.ac.uk/casq | 24.01.08

refer to an action at a particular level of cognitive or procedural difficulty (e.g. explain,


reflect, analysis, integrate, present etc). Currently, Blooms Taxonomy (1956) is used as
a basis for categorising outcome statements according to the cognitive ability they elicit.
Research published in Biggs (2003) demonstrates how to associate TLAs and ATs with
the level of cognitive ability they elicit or assess. Tepper (2006) has subsequently
modified such alignment tables and explicitly linked TLAs and ATs with particular levels
in Blooms Taxonomy to help clarify the alignment process.

Jon Tepper
____________________________
Biggs, J. 2003. Teaching for Quality Learning at University, 2nd edition, The Society for Research into Higher
Education, Buckingham: Open University Press.
Bloom, B.S. 1956. Taxonomy of educational objectives: the classification of educational goals. New York:
Longmans Green.
Tepper, J.A., 2006. Measuring constructive alignment: an alignment metric to guide good practice. In: 1st UK
Workshop on Constructive Alignment, Higher Education Academy Information and Computer Sciences (ICS)
Subject Centre and Nottingham Trent University, UK, 23 February 2006.

Nottingham Trent University | www.ntu.ac.uk/casq | 24.01.08

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