(In preparation for formal assessment of this outcome in a future module. Unfortunately, some versions of OBE have attracted criticism; it has been used in some secondary school systems in a post-modern mishmash of outcomes, and in the US particularly, across institutions to serve a managerial agenda. In simple terms, it means that all assessment tasks and learning and teaching experiences (including content and methods) must link directly to the learning outcomes of a particular unit of study. define, list, name, recall, record. (See Figure 3), Appropriate verbs can be discovered or derived by relating the model to a learning taxonomy. Constructive alignment ensures transparency and fairness for all students. The intentions of the teacher expressed as learning outcomes (what the teacher intends the students will be able to do because of their learning). There are two main streams of constructive alignment: design, organise, formulate, propose. In this way the activity nominated in the ILO is activated. H��UKo�0��W�4������q+ Constructive Alignment is the key principle behind the current requirements for programme specification, statement of future learning outcomes and assessment criteria. It suddenly struck me how silly it was to give the usual exam or final assignment, in which my students tell me what I had told them about applying psychology to education. A website where our inspiring people at Navitas share their learning and teaching initiatives, projects, best practice, events and more. He calls the model constructive alignment which he defines as: …coherence between assessment, teaching strategies and intended learning outcomes in an … Any review or revision of any one of the three components of an aligned curriculum requires a matching review or revision of the other two. (e.g. Analysis �i�{Z{p��14q�8��'��c;N�b`Y����ѹ-������E�k�%X+��36[×,:��\ç��\��r�P���)��r%�0`���\Hi������.�,�O��61h�V1�b�=�e��Z贉!�� -��5z��,_cHT8 �E����c�������"t���o�)G��* 4���h�D�2�k�p�x�p�9�ٿ� x�;db�s�H~��[O>d̓������B5��s�Y���'Ů�қ�&��E��\�{��r������gG����S��15�9����)IpY�S՗�����q���;���@�&��;;>2�YZ�ӻ k��/lt����%��/��>���dӺ�~Zu��)�ϗ����9�G���l�‚�&㞖��3�k�p�ﷻ��#O�U�� 9ρ����s��p�X�P4�(�'�gɴ/>�z����d����^W3̺��uC���y����:o��jH�w�>߈n�Ӕ�i�����,��C��PHG;:���M�@{д O���|��a��ai��Am�0t��;7M[c l+_��چ�(�W��:�2�O�\��u�uY|�� .6�- Retrieved from http://www.uq.edu.au/teach/flipped-classroom/docs/FAB/Constructive%20Alignment%20FINAL.pdf, Utica College. (Further examples are given in Appendix 1), A reflective statement of personal and professional gains made from the peer observation process. CONSTRUCTIVE ALIGNMENT Biggs (2003: 27) defines constructive alignment as: The ‘constructive’ aspect refers to what the learner does, which is to construct meaning through relevant learning activities. This is in response to the increasing massification of higher education resulting in a diverse cohort of students that have different learning needs. © UCD Office of the Registrar and Deputy President. According to Biggs (2003, p. 27), assessment should not be “about how well they report back to us what we have told them or what they have read”, but about how students demonstrate learning in relation to the unit learning outcomes. Gone are the days of including trick questions or questions that you think students ‘should know’ but you didn’t teach, or bonus questions about content that wasn’t included in the course. 11-25 Constructing learning by aligning teaching: constructive alignment The key to reflecting on the way we teach is to base our thinking on what we know about how students learn. 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. Delany, C., & Golding, C. (2014). (1999) and was revised in 2003 which is now accepted as an essential hypothesis in Higher Education (Biggs, 1999c). Teaching Teaching & Understanding Understanding an award-winning DVD from the University of Aarhus, Denmark, written and directed by Claus Brabrand. In a poorly aligned system, where the test does not reflect the objectives, this will result in inappropriate surface learning. This is achieved by aligning the course intended learning objectives (ILOs) with the planned teaching and learning acitivities and the planned assessments in a way that maximises the probability that students will learn what we want them to learn, and be able to demonstrate that achievement through the assessment. Constructive alignment is a term that was coined by renowned education academic John Biggs in 1999.

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