Description
Biggs and Tang’s concept of constructive alignment is a seminal pedagogical framework that stresses the importance of aligning learning outcomes, teaching methods, and assessment strategies to enhance student learning.
The model emphasises the following:
- Integration of Learning Outcomes
Learning outcomes should specify what students should know or be able to do by the end of a learning experience. This clarity aids both lecturers in designing their courses and students in understanding what is expected of them (Biggs & Tang, 2011)
- Active Learning
Students learn effectively when actively involved in the learning process (Osen & Bye, 2018). Instead of passively receiving information, students should engage in activities requiring them to apply, analyse, and evaluate the knowledge they acquire. Biggs and Tang advocate for teaching methods that facilitate this engagement by fostering an environment where students can “do” rather than merely “learn about” concepts (Labak & Blažetić, 2023).
- Alignment of Teaching Methods and Assessment
Constructive alignment dictates that teaching activities should be designed to align with the learning outcomes directly.
- Feedback Mechanisms
Biggs and Tang also highlight the need for feedback in the constructive alignment framework. They suggest that ongoing assessments and formative feedback should be integrated into the learning process.
- Reflection and Iteration
Educators are encouraged to continuously reflect on alignment strategies and adapt their teaching and assessment designs based on student feedback and educational outcomes (Colasante et al., 2022). This reflective practice is imperative for maintaining an adaptive and responsive learning environment that can meet students’ evolving needs.
Feelings
I feel reassured that, to some extent, I have already incorporated many of these elements into my teaching practice. I am pleased to study this course to learn more about the academic underpinnings of my teaching practice.
Evaluation
The main issue in this area is that although I am the unit leader for several units, I have not subsequently been involved in creating the learning outcomes for the assessment briefs I create for the units. Understanding constructive alignment is necessary for progression within the Lecturer role.
Analysis
While the Biggs and Tang model of constructive alignment is heavily followed among higher education institutions, there are dissenting opinions on learning outcomes.
Addison (2014) argues that while learning outcomes positively affect quality assurance and standardisation and promote inclusivity, they encourage uniformity, inhibit spontaneity, and downplay student autonomy. Focusing on measurable learning outcomes leads to strategic learning, which is teaching to pass the test rather than deep learning. Lecturers become assessors rather than facilitators of learning. The author considers that learning outcomes cannot adequately capture the emergent nature of creative practice.
Conclusion
I have understood the fundamentals of the academic position on constructive alignment and can now apply it to my academic practice. The book is a valuable resource that I will continue to refer to and use as inspiration for creating learning outcomes and deeply engaging briefs that motivate students to learn.
Personal Action Plan
I plan to continue carefully reviewing the learning outcomes of the units I lead to create constructively aligned assessment briefs. I will offer my involvement in creating these outcomes.
References
Addison, N. (2014) ‘Doubting learning outcomes in higher education contexts: From performativity towards emergence and negotiation’, International Journal of Art & Design Education, 33(3), pp. 313–325. https://doi.org/10.1111/jade.12063
Biggs, J. and Tang, C. (2009) Teaching for Quality Learning at University (Third Edition). Maidenhead, Berkshire: Society for Research Into Higher Education and Open University Press, McGraw-Hill Education . Gibbs, G. (1988) Learning by Doing . 1st edn. Oxford, Oxfordshire: The Oxford Centre for Staff and Learning Development, Oxford Brookes.
Gibbs, G. (1988) Learning by Doing . 1st edn. Oxford, Oxfordshire: The Oxford Centre for Staff and Learning Development, Oxford Brookes.