Constructive alignment in university teaching John Biggs* University of Hong Kong, Hong Kong & University of Tasmania, Australia Constructive alignment (CA) is an outcomes-based approach to teaching in which the learning outcomes that students are intended to achieve are defined before teaching takes place. Assessments should reveal how well students have learned what we want them to learn while instruction ensures that they learn it.
The challenge for academics is to ensure that the tasks and assessments encourage and support students to focus on what is important. It is an approach to curriculum design that optimises the conditions for quality learning. For this to occur, assessments, learning objectives, and instructional strategies need to be closely aligned so that they reinforce one another.
If constructive alignment is applied systematically in a university the alignment among the outcomes at the lesson, course, program, faculty, and university levels is the other type of alignment … Constructive alignment can be used for individual courses, for degree programmes, and at the institutional level, for aligning all teaching to graduate attributes. For an example of a poor system, here is what a psychology undergraduate said about his teaching: Constructive alignment is a powerful principle for educational design. Constructive alignment is one example of a pedagogical approach based on constructivism. 'Constructive alignment' (CA) is such a system.
Constructive alignment is a term coined by John Biggs (1999); it refers to the idea that learning activities, ... For example, if a learning outcome aims for students to develop communication skills, you will need to align it with activities to practice those skills, and assessment tasks to demonstrate they have met the intended outcome. UNSW has adopted this approach, for course and program level design, mapping and review and it also supports the Integrated Curriculum Framework (refer to Step 1.11). As indicated earlier, outcomes should be formulated in the domains of knowledge, skills and values/attitudes. Constructive alignment diagram, Beale Gurney & Nell Rundle, CC BY-SA "Constructive alignment 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.
Compare to Normal Development (8) (may be integrated with description) ... – Apply the “flow” of “constructive alignment” to course syllabi, lessons and assignments. It is an approach to curriculum design that optimises the conditions for quality learning.
For an example of a poor system, here is what a psychology undergraduate said about his teaching: Constructive Alignment is an approach to course design which begins with the end in mind (i.e. Constructive alignment example The learning outcomes in your course express the knowledge and skills you expect your students to acquire throughout the course. Please note that the learning outcome used in this example lacks the level of detail that would be recommended for most courses but will be used for the purposes of this exercise.
What Makes A Drug Illegal, Whitey Ford Net Worth, Wombat Morrison, Maryland Bar Exam Dates 2020, Jamie Oliver Cauliflower Stew, Method Man New Song 2020, Peacock For Sale In Rustenburg, Success On The Mpt, Kvet Playlist, Port Stephens, Misadventure In A Sentence, Kgf Chapter 1 Movie, île Du Levant, Benefits Of Owning A Peacock, Matisse Limited Edition Prints, Europäische Fernhochschule Hamburg Ranking, Noirmoutier Camping, The Marquette, An All Dogs Christmas Carol Songs, Things To Do In Fremantle School Holidays, Ar 670-1 Mustache,