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CADQ Guide
Overview of constructive alignment
C
onstructive alignment (Biggs, 1996, Biggs &
Tang, 2011) is an outcomes-based
Contents
methodology for designing, promoting and
 Review of your own teaching
assessing deep student learning. It is predicated
philosophy
on the belief that the student constructs his or her
 Review key components of a
own learning through engaging in relevant
module
learning activities (hence constructive). Alignment
 Apply five basic steps of
refers to what the teacher does, which is to create
outcomes based module
appropriate learning environments. This
design
specifically involves selecting the most
 Resources and further
appropriate teaching and learning activities and
guidance
assessment tasks for each of the learning
 References
outcomes. In its most rudimentary form, this
selection is governed by the main verb in the
Document author: Jon Tepper
outcome statement. In a more sophisticated form,
verbs in learning or curriculum objective statements are typically used as a basis for
alignment and refer to the specific steps (or component activities) that collectively lead the
students towards the outcomes (Biggs & Tang, 2011; Jackson et al., 2003).
This guide is about how we can develop modules using the principles of constructive
alignment in order to promote good teaching and thus deep student learning. When starting
out tabula rasa, it is useful to consider the design process as consisting of the following set
of related tasks:
a. Review your own teaching philosophy;
b. Review key components of a module;
c. Apply five basic steps of outcomes-based module design.
Review of your own teaching philosophy
Constructive alignment is inherently student-centred in that it is what the student does that
is responsible for their learning. The teacher’s role is to create appropriate learning
environments that engage the student in learning activities that enable them to meet the
learning outcomes. The expectation during design therefore is to consider ‘what do they
[the student] have to do to…’ rather than ‘what do I [the teacher] have to do…’. Clearly, it
is important for you to reflect on what student-centred learning means to you and your
practice.
Review key components of a module
When designing undergraduate or postgraduate modules in UK HEIs, the main components
are considered to be the learning aims, learning outcomes, learning objectives, teaching
CADQ Guide: Overview of constructive alignment
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Nottingham Trent University | Centre for Academic Development and Quality
and learning activities (TLAs), and assessment tasks (ATs). These are described in detail
below and their interrelationship is indicated in Figure 1:
Annotations then synoptic feedback
Learning aims are statements of learning which tend to be generalised. They
essentially identifies the learning intentions i.e. what the teacher intends the student
to learn;
Intended learning outcomes are statements that describe what the students
‘should’ have learnt having completed the teaching and learning activities;
Learning objectives are teacher-orientated and/or student-orientated statements
that specify what activities the students need to perform to achieve the associated
learning outcomes. They determine the teaching and learning activities (TLAs) used.
When defining learning objectives it is essential to consider the existing knowledge
and experience of the typical student entering the module.
Teaching and learning activities (TLAs) refer to teaching methods and techniques
that are chosen to get the students to do what the learning objectives (or outcomes)
nominate.
Assessment tasks (AT) Formative assessment tasks refer to those student activities
that provide an indication (to student and teacher) as to how well the student is
developing and attract no formal marks or grades. Summative assessment tasks refer
to those activities that reveal how well students have met the intended learning
outcomes. They are used to make official judgments about student performance and
attract formal marks.
Assessment Tasks
Formative
Summative
Assessment
Criteria
Learning or
Curriculum
Objectives
Input
Teaching and
Learning Activities
(TLAs)
Process
Intended
Learning
outcomes
Output
Figure 1. Components of a module design.
CADQ Guide: Overview of constructive alignment
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Nottingham Trent University | Centre for Academic Development and Quality
The learning outcomes are informed by subject benchmark statements, the institution and
the School subject team. The learning outcomes, together with the pre-requisite
expectations of the incoming student, determine the list of learning objectives that students
are required to achieve in order to attain the outcomes. The objectives subsequently
determine the teaching and learning activities we apply to engage the student. During this
process, there is a learning loop where various formative assessments, together with
associated feedback, are provided to give some indication as to how the student is
progressing. Finally, summative assessments are applied to ‘measure’ how well the student
has met the learning outcomes (according to some assessment criteria or taxonomy).
Apply five basic steps of outcomes based module design
Apply the following five key steps to design your module:
1. Define the intended learning outcomes
–
Use level descriptors, subject benchmarks, Nottingham Trent University
Academic Standards and Quality Handbook, professional standards bodies
–
Iterative consultation with the course leader – top down and bottom up
–
Avoid too many – breadth kills depth
2. Select appropriate TLAs and appropriate formative ATs
3. Engage students in these learning activities during the teaching process
4. Select appropriate summative ATs
5. Compute final grade and provide feedback
The problem here is on what do we base ‘appropriate’ (or aligned)? The answer at the
moment is verb-matching schemes as defined and referenced in Biggs & Tang (2011).
Verbs refer to an action at a particular level of cognitive or procedural difficulty (e.g. explain,
reflect, analysis, integrate, present etc). Currently, Bloom’s Taxonomy (1956) is used as a
basis for categorising outcome statements according to the cognitive ability they elicit.
Research published in Biggs & Tang (2011) demonstrates how to associate TLAs and ATs
with the level of cognitive ability they elicit or assess. Tepper (2006) has subsequently
modified such ‘alignment tables’ and explicitly linked TLAs and ATs with particular levels in
Bloom’s Taxonomy to help clarify the alignment process.
Resources and further guidance



Learning Activity Management System (LAMS) is a freely downloadable open source
software tool for designing, managing and delivering online collaborative learning
activities. It is available from the LAMS Foundation site and provides teachers with
an intuitive visual authoring environment for creating sequences of learning activities.
London Design Support Environment (LDSE) is a JISC-funded project
(http://repository.alt.ac.uk/883/) which provides a software development
environment for tutors to design teaching sessions. The model attempts to offer
guidance to tutors during the session design process by using Diana Laurillard’s
conversational framework. The LDSE can be downloaded via the LDSE Site.
Nottingham Trent University’s new virtual learning environment, NOW, supports the
use of competency and cognitive frameworks such as Bloom’s Taxonomy within a
CADQ Guide: Overview of constructive alignment
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Nottingham Trent University | Centre for Academic Development and Quality


number of tools (e.g. competencies and rubrics tools). This facilitates staff, albeit
passively, to design outcome-based modules and courses.
UK Workshops on Constructive Alignment, Nottingham Trent University and The
Higher Education Academy Information and Computer Sciences:
o 1st Workshop, 21 February 2006
o 2nd Workshop, 16 January 2008
The Higher Education Academy has a number of resources which can be located by
using the search facility. The resources include two ‘Guides for busy academics’:
‘Constructive alignment’ and ‘Aligning teaching for constructing learning’ (Biggs,
2003)
References
Biggs, J., and Tang, C. 2011. Teaching for quality learning at university. 4th ed.
Buckingham: The Society for Research into Higher Education & Open University
Press.
Biggs, J. 1996. Enhancing teaching through constructive alignment. Higher
Education, 32: 1-18.
Bloom, B.S., ed., 1956. Taxonomy of Educational Objectives, the classification of
educational goals. New York: McKay.
Jackson, N, Wisdon, J and Shaw, M 2003. Guide for busy academics: Using
learning outcomes to design a course and assess learning. Learning and Teaching
Coordinators Network and Teaching Support Network (LTSN).
Tepper, J.A., 2006. Measuring constructive alignment: an alignment metric to
guide good practice. In: 1st UK Workshop on Constructive Alignment, Higher
Education Academy Information and Computer Sciences (ICS) Subject Centre and
Nottingham Trent University, UK, 23 February 2006.
CADQ Guide: Overview of constructive alignment
Nottingham Trent University| www.ntu.ac.uk/cadq|Mar-13
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