Lesson 2: Significance of Constructive Alignment

Course Outcomes: Demonstrate skills in designing, learner-appropriate assessment tools.

Specific Learning Outcomes:

Evaluate the given situation aligning the tasks from the target skills.
Justify the purpose of constructive alignment.
Construct original GRASPS model on selected subject areas.

Entry Ticket
Instructions: Indicate what particular activity is suited for the intended learning
outcome stated below.

Topic: Classifying Information

Objectives: Students will be able to classify the information on the basis
of similar or common attributes of Kingdom Plantae.
Major tasks: Children are grouped into 4 individuals to do the Plant Scavenger
Hunt. With this game, children are encouraged to find as many plants as
they can. After that, they will put each plant into a category. Then, use it to create a
hierarchy chart of plant classification and to explain their reasoning.

Fuel your Mind

Analyze and interpret the principles of constructive alignment diagram

below in the assessment process.

Learning Outcome

Assessment Task Teaching- Learning Activities

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Figure 1. Constructive Alignment

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 The principles of constructive alignment mean that the teaching-and-
learning activities or assessment tasks must be aligned to the intended
learning outcomes. It is necessary to observe this thoroughly for a smooth
transition of educational process. According to Biggs (2007), Constructive
alignment is based on the constructivist theory that learners use their own
activity to construct their knowledge of other outcome(s). The purpose of
constructive alignment principle is to make sure there is clarity what the students
must do and how they are going to do it respectively. Thus, if there are set of
competencies declared beforehand, it will break students’ confusions and
disappointments throughout the learning period.

Example, the teacher wants to assess the articulation of the student but his
assessment task is the student will write. Is this a proper assessment tool? Is it aligned
to the learning competency you targeted? The answer is no. So, what is the
appropriate assessment tool that the teacher must use? It is through
extemporaneous speech or other verbal activity since the teacher needs to assess
the articulation skill of the student.

GRASPS Model

GRASPS Model was designed by Grant Wiggins and Jay McTighe in their
Understanding by Design Framework. Wherein, it adheres to a flexible instruction
which provides students with real-world context in learning. Description of the
acronym:

G – oal R – ole
A – udience S – ituation
P – roduct, Performance and Purpose S-ituation

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Look and understand carefully the given examples of GRASPS Model below.

Situational Analysis

Case 1: Under Construction

Goal: The student’s goal is to write a description and create a picture of a house he
You are for
or she designed a builder who constructs homes. Your neighbors would like you
a neighbor.
to build a new home for them. who
Role: The student will be a builder Yourdesigns
goal isandto constructs
draw a picture
home.and write a
description
Audience: Theofaudience
the home.for Include details
the writing will that make
be the this home special.
neighbors.
Situation: the student has been given the task of creating, drawing, and describing
a house he or she might build for a neighbor.
Product, Performance and Purpose: The student will develop a picture and written
description.
Standards and Criteria for Success: The writing will be assessed using a given rubric.
The student should also use these criteria to self-assess.

Case 2: Super Season

Goal: TheYou
student’s
are agoal is to write
famous about
author whoa favorite season. books. You have
writes children’s
Role:
beenTheasked
student
to will
writebeabout
an author
youroffavorite
children’s books.Tell which season is your
season.
Audience: The why.
favorite and audience
Yourwill be kindergarten
writing children.
will be in a book written for other kindergarten
Situation: The student has been given the task of selecting a season, then writing
about why this season is his or her favorite.
Product, Performance and Purpose: The student will write about his or her favorite
season.
Standards and Criteria for Success: The writing will be assessed using a given rubric.
The student should also use these criteria to self-assess.

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Z Mental Check

Instruction: Determine whether or not the assessment task is aligned to the learning
outcome. Improve or Change the assessment task if it is not aligned to the
learning outcome. Write your answer on the Retained or Revised Assessment Task
column.

Retained or Revised
Desired Outcome Assessment Task
Assessment Task

Trace the history of Perform a tango dance with

Dance Tango
tango your partner.

Interpret a given poem What is your favorite Read and create an analysis
line in the poem? Why of the given poem.
is it your favorite line?

Present a report with Demonstrate how to do Demonstrate a report with

PowerPoint a PowerPoint the use of a PowerPoint
presentation. presentation.

Derive the meaning of Match the meaning of

at least 5 words by the words in Column 1 Aligned
means of context clues. with those in Column 2

Solve a given problem. Determine what are

given and what is asked.
Pronounce short /a/ Encircle the words with
sound correctly. short /a/ sound. Aligned

Trace the historical Trace the historical

development of the development of the Aligned
Philippines basic Philippine basic
education curriculum. education curriculum
with the use of an
appropriate graphic
organizer.

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 Checkpoint:
Instruction: Make a clear stand in each question. (5 points each)

1. Why do you need to match your activities to the learning objectives or set of c

It is important to align activities with the learning objectives in order to ensure that there is c

2. If something goes wrong with your evaluation activity, will you change your a

In my opinion, I would rather change my assessment task (activity) in order to fit in with the

3. How can assessment help improve education for all students?

Assessment plays a crucial and positive role in supporting successful learning for all student

4. How can assessment help improve education for all students?

Assessment plays a crucial and positive role in supporting successful learning for all student

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 Exit Ticket

A.) Instruction: Analyze the given situation below and discern the following:
Goal, Role, Audience, Situation, Performance/Product/Purpose,
Standard and Criteria for Success. Write your answer on the space
provided. (10 points)

Case The
Goal: 2: Perfect Pizza
student’s goal is to add a new pizza to the menu and write a recipe that
includes all the ingredients for creating the perfect pizza. 
You are the top chef at the most famous pizza parlor in town and you
Role:
createTheallstudent will be for
of the recipes the the
top food
chef onat the
the menu.
most famous
The owner pizzahas
parlor andyou
asked willto
create
add athe newperfect
pizzapizza to be
to the featured
menu; thisinnew
a cooking
recipemagazine.
will be featured in a cooking
magazine.
Audience: Include
The a picture
audience will beofthe
what this pizza
readers will look
or viewers like cooking
of the after it ismagazine.
cooked, then
write a recipe that includes all of the ingredients you will use to create this perfect
Situation: The student has been given the task of creating an additional menu for the
pizza. Write your recipe using words and/or sentences that explain all of the things
pizza
that that will the
will top be featured in the
pizza. Then cooking
explain howmagazine. The task
to put together and may
cookinclude writing a
the pizza
recipe that contains all the necessary ingredients and providing instructions on how to
cook the pizza.
Product, Performance and Purpose: The student will write a new perfect pizza recipe
to be featured in a cooking magazine.
Standards and Criteria for Success: The writing will be assessed using a given rubric.
The student should also use these criteria to self-assess.

B.) Why is there a need to integrate the three domains in the formulation of lesson
objectives? (10 points)

Integrating the three domains of learning (cognitive, psychomotor, and affective) in the fo