• CONSTRUCTIVE ALIGNMENT

•Constructive alignment is based on the

constructivist theory (Biggs, 2007) that learners
use their own activity to construct their
knowledge or other outcomes.
Constructive Alignment
Learning
outcome

Teaching
Assessment
learning
task
activities
•Learning outcomes are statements that
describe significant and
essential learning that learners have achieved,
and can reliably demonstrate at the end of
a course or program. In other words, learning
outcomes identify what the learner will know
and be able to do by the end of a course or
program.
•Examples of learning outcomes might include:
1.Knowledge/Remembering: define, list, recognize;
2.Comprehension/Understanding: characterize,
describe, explain, identify, locate, recognize, sort;
3.Application/Applying: choose, demonstrate,
implement, perform;
4.Analysis/Analyzing: analyze, categorize, compare,
differentiate;
5.Evaluation/Evaluating: assess, critique, evaluate,
rank, rate;
6.Synthesis/Creating: construct, design, formulate,
organize, synthesize.
•Learning activities refer to
the teacher guided instructional tasks or
assignments for students. These are
student activities. As a group we discussed that
a teacher determines the strategy that will best
facilitate the learning.
•Assessment tasks take many forms including
written, oral, demonstrations or performances.
They may be short tasks; or long assignments
that students are given weeks to finalise. They
may require individual or group assessment and
be assessed by academic staff or via peer and
self assessment.
•Examples of assessment task;
• 
•Essays
•Group work
•Journals
•Oral presentations
•Participation
•Examinations