On Constructive Alignment - what & how?
•Als PPTX, PDF herunterladen•
0 gefällt mir•1,300 views
This short presentation introduces the concept of Constructive Alignment. The idea underpins the design of assessment, learning and teaching to ensure they work in balance.
Empfohlen
Weitere ähnliche Inhalte
Was ist angesagt?
Was ist angesagt? (20)
Ähnlich wie On Constructive Alignment - what & how?
Ähnlich wie On Constructive Alignment - what & how? (20)
Mehr von SHU Learning & Teaching
Mehr von SHU Learning & Teaching (20)
Kürzlich hochgeladen
Kürzlich hochgeladen (20)
On Constructive Alignment - what & how?
- 1. On Constructive Alignment What & How? Teaching Essentials: https://blogs.shu.ac.uk/teaching/
- 2. What: Constructive Alignment Constructive alignment between learning outcomes, assessment tasks, teaching and learning activities Learning Outcomes Teaching & Learning Activities Assessment Tasks “Constructively aligned teaching systematises what good teachers have always done” (Biggs & Tang, 2003, p.53)
- 3. What: Constructive Alignment Constructive alignment between learning outcomes, assessment tasks, teaching and learning activities Learning Outcomes Teaching & Learning Activities Assessment Tasks L
- 4. What: Assessment Alignment module and/or level and/or course Intended Learning Outcomes aligned to assessed using Assessment Criteria differentiated by Performance Indicators Assessment+ Knowledge/Skills/Attitudes ActivityLOs Act Test
Hinweis der Redaktion
- This short presentation introduces the concept of Constructive Alignment. The idea underpins the design of assessment, learning and teaching to ensure they work in balance.
- “Constructively aligned teaching systematises what good teachers have always done” (Biggs & Tang, 2003, p.53): we state upfront what the intended outcomes of teaching are, the activities that will lead to that change, and how we will check that the intended change happened. This gives us: Outcomes Activity Assessment John Biggs developed the concept of Constructive Alignment based on an analysis existing good student-centred practice. This diagram shows the tight relationship of the components in what Biggs refers to as “the teaching system.” Constructive alignment requires a balance and synergy between: What the students need and want The objectives of the curriculum The teaching methods used The assessment strategy and methods The learning environment and its learning culture. When considering what the students need and want, we need to ensure attention is given to being clear with students and to developing their expectations by spending enough time explaining activities and assessments. Constructive alignment helps us to explain the interdependencies of teaching, learning and assessment. Constructive alignment focuses on what and how students are to learn, and how the teacher and the student confirm that learning has taken place.
- The Intended Learning Outcomes statement is the starting point for design. Learning outcomes explain how it is intended that the students will change as a result of the learning activity. As teachers, we are used to associating learning outcomes with courses, levels, and modules. Whatever the context for using them, they set out what we expect a student to be able to do on completing their learning. Biggs notes that, "alignment is achieved by ensuring that the intended verb in the outcome statement is present in the teaching/learning activity and in the assessment task.” (Biggs & Tang, 2003, p. 52) Let’s consider this in the following mundane example of learning to drive a car – an example used by Biggs. Look out for the reiteration of the active verb in the following. So, in terms of the Outcome for this example: “On completing this course you will be able to drive a car to the standard set out in the highway code Activity: students will drive a car, with reference to the highway code, and with the guidance and support of the driving instructor Assessment: students will drive a car, observed by a driving examiner who will assess the application of their driving knowledge and skills using the published assessment criteria. When using the term ‘outcomes’ rather than ‘objective’ we are recognising that, ultimately in a learner-centred paradigm, it is the individual student that will actually determine what learning happens and that this is dependent on factors such as their prior knowledge, their interest and curiosity, their aptitudes, inherent talent, commitment, and effort. We also know that some students will be more strategic than others: some will engage superficially and some more profoundly. Constructive Alignment takes this into account. It means there should be a good balance that keeps even the surface learners focused on achieving the intended outcomes while allowing those deeper explorers to anchor their learning to what has been set out.
- Finally, lets look at how Constructive Alignment works in practice. Intended Knowledge, Skills & Attitudes define the learning Activity and an appropriate Assessment method is selected to evaluate the success of the learning activity for each student. You can begin your design by thinking about either activity or assessment – opinions are divided on this - but alignment ensures that both are present and in proportion. So, the activity and assessment design is based on the Intended Learning Outcomes – a statement of intended change that sets out what a student will be able to do on completion of the module, level or course. The Intended Learning Outcomes are assessed using a carefully worded set of assessment criteria. Assessment Criteria are precise statements about what is critical in order to evidence a pass. They are used by the marker to make judgements about a student's achievement. They are also useful for clarifying with the students what will be assessed and how. Through the assessment task, each student will demonstrate the extent to which their performance provides satisfactory evidence of their understanding for each criterion. Marks are awarded for each criterion according to the extent to which they have met the criterion. Performance Indicators are statements that differentiate the levels of performance attained by a student for each criterion. In conclusion, Constructive Alignment gives us a robust teaching system for designing and delivering a thorough, balanced learning environment.