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    Constructive Alignment: Learning Activities

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    Mary Joy Monsalud
    Constructive alignment is a principle for designing teaching and learning activities and assessments that directly address intended learning outcomes in a way not achieved through traditional lectures and exams. It supports positive academic outcomes for diverse learners by making goals, methods, teaching and learning aligned and explicit. Learning activities are designed to create conditions for learning in different domains, while assessment systematically defines, selects, designs and uses information to increase learning. A variety of assessment methods and tools can be used, including traditional paper tests and authentic non-paper assessments that demonstrate real-world application of skills.

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    Constructive Alignment: Learning Activities

    Uploaded by

    Mary Joy Monsalud
    173 views2 pages
    Constructive alignment is a principle for designing teaching and learning activities and assessments that directly address intended learning outcomes in a way not achieved through traditional lectures and exams. It supports positive academic outcomes for diverse learners by making goals, methods, teaching and learning aligned and explicit. Learning activities are designed to create conditions for learning in different domains, while assessment systematically defines, selects, designs and uses information to increase learning. A variety of assessment methods and tools can be used, including traditional paper tests and authentic non-paper assessments that demonstrate real-world application of skills.

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    Constructive Alignment

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    Constructive alignment is a principle for designing teaching and learning activities and assessments that directly address intended learning outcomes in a way not achieved through traditional lectures and exams. It supports positive academic outcomes for diverse learners by making goals, methods, teaching and learning aligned and explicit. Learning activities are designed to create conditions for learning in different domains, while assessment systematically defines, selects, designs and uses information to increase learning. A variety of assessment methods and tools can be used, including traditional paper tests and authentic non-paper assessments that demonstrate real-world application of skills.

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    © All Rights Reserved
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    Download as docx, pdf, or txt
    173 views2 pages

    Constructive Alignment: Learning Activities

    Uploaded by

    Mary Joy Monsalud
    Constructive alignment is a principle for designing teaching and learning activities and assessments that directly address intended learning outcomes in a way not achieved through traditional lectures and exams. It supports positive academic outcomes for diverse learners by making goals, methods, teaching and learning aligned and explicit. Learning activities are designed to create conditions for learning in different domains, while assessment systematically defines, selects, designs and uses information to increase learning. A variety of assessment methods and tools can be used, including traditional paper tests and authentic non-paper assessments that demonstrate real-world application of skills.

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    Constructive Alignment

    is a principle used for devising teaching and learning activities, and assessment tasks, that
    directly address the intended learning outcomes (ILOs) in a way not typically achieved in traditional
    lectures, tutorial classes and examinations.
    Learners construct meaning from what they do to learn.

    Why is constructive alignment important?

    Constructive Alignment supports positive academic outcomes for an increasingly diverse group
    of learners, because it makes teaching and learning goals and methods Aligned (well organized,
    consistent) and Explicit (obvious, visible).

    A learning outcome is a clear statement of what a learner is expected to be able to do, know
    about and/or value at the completion of a unit of study, and how well they should be expected to
    achieve those outcomes. It states both the substance of learning and how its attainment is to be
    demonstrated.

    Learning activities, as the name suggests,


    are activities designed or deployed by the teacher to bring about, or create the conditions for learning.
    ... Some learning activities stimulate experiential learning, others mobilize conceptual thinking, while
    still others prompt students to engage in analytical discussion.
    Assessment is the systematic basis for making inferences about the learning and
    development of students. It is the process of defining, selecting, designing, collecting, analyzing,
    interpreting, and using information to increase students' learning and development.

    Variety of Assessment Methods, Tools and Task


    • Assessment method can be classified as traditional and authentic. Traditional
    assessment method refers to the usual paper-and-pencil test while authentic assessment
    refers to non-paper-and-pencil test. Authentic assessment is also called alternative
    assessment, it being an alternative to the traditional.
    • The paper-and-pencil test (Traditional Assessment) assesses learning in the cognitive domain
    (bloom) or declarative knowledge (Kendall and Marzano, 2012)

    • The paper-and-pencil test, however, is inadequate to measure all forms of learning,


    Psychomotor learning (Kendall and Marzano, 2012) and learning proven by product and by a
    paper and pencil test.
    Assessment Method

    • Traditional Assessment Method – Paper-and-Pencil test


    SELECTED-RESPONSE CONSTRUCTED-RESPONSE

    Alternate Response Completion

    Matching Type Short Answer

    Multiple Choice Essay-restricted Or Non


    Restricted

    Problem Solving

     Authentic Assessment Method- Non-Paper-and-Pencil Test A form of assessment in which


    students are asked to perform real-world tasks that demonstrate meaningful application of
    essential knowledge and skills.
    PRODUCT PERFORMANCE

    Product Performance Task


    Output

    Visual e.g. Experiments, Oral


    Presentation, Dramatization

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