Understanding A Constructive Alignment in Curriculum Development

Aligning what we teach with how we assess it makes a huge difference in learning outcomes. This post simplifies the concept of “constructive alignment,” introduced by John Biggs, and explores its impact on teaching and learning.

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Collaborative learning, where students work in teams, has become popular. But it often falls short because the tasks aren’t challenging enough for true teamwork, and the assessment methods don’t match the collaborative approach. Instead of assessing the team as a whole, students are often graded individually, which doesn’t reflect their collaborative efforts.

What is Constructive Alignment?

Constructive alignment is about making sure that the learning goals, teaching methods, and assessments all line up. This means that what students are supposed to learn should directly influence how they are taught and assessed.

There are three steps of constructive alignment:

1. Defining Learning Goals: Clearly stating what students should learn.
2. Instructional Methods: Choosing teaching methods that help achieve these goals.
3. Assessment Techniques: Using assessments that accurately measure if the goals were met.

Three Steps of Constructive Alignment

In practice, this approach requires teachers to think about the end goal of their teaching. For example, if the goal is for students to apply a concept in various situations, the teaching and assessments should be designed to encourage and measure this application.

Biggs also introduced the SOLO (Structure of the Observed Learning Outcome) taxonomy, a way to categorize learning outcomes by complexity. This helps teachers focus on the quality of students’ understanding, not just the quantity of information they memorize.

https://en.wikipedia.org/wiki/Structure_of_observed_learning_outcome

The model outlines five progressive levels of comprehension:

• Pre-structural — At this initial stage, students approach tasks ineffectively, showing they haven’t grasped the core idea. Their answers often stray off-topic.
• Uni-structural — Students at this level notice one relevant point but their explanations are superficial and lack detail.
• Multi-structural — Here, students acknowledge several relevant points but consider them separately, without seeing the connections. Their knowledge is more about quantity than coherence.
• Relational — Students integrate different aspects into a unified understanding. This stage is generally recognized as a comprehensive grasp of the subject, where students can discern patterns and approach the topic from various angles.
• Extended abstract — Students at this advanced stage can elevate their understanding to a higher level, applying it to new situations and extending it beyond the classroom context.

Constructive alignment is all about coherence in education. It challenges educators to align their teaching goals with suitable teaching methods and appropriate assessments. This alignment ensures that students are not just memorizing information, but actually understanding and applying what they learn.

In essence, effective teaching requires a harmony between what is taught, how it’s taught, and how it’s measured. This approach can transform the learning experience, making it more effective and meaningful for students.

Reference

Biggs, J. (1996). Enhancing teaching through constructive alignment. Higher education, 32(3), 347–364.

Biggs, J. B., & Collis, K. F. (2014). Evaluating the quality of learning: The SOLO taxonomy (Structure of the Observed Learning Outcome). Academic Press.