Constructive alignment

Constructive alignment is a model of an outcomes-based curriculum attributed to Biggs (2003, 1999) although the essentials were formulated by Tyler (1949) some 50 years earlier, and elaborated in the 1980s by Shuell (1986). At its most basic, the model requires alignment between the three key areas of the curriculum, namely, the intended learning outcomes, what the student does in order to learn, and how the student is assessed. This 'three legged stool', if each of the legs is strong and plays its role in supporting its two partners, goes a long way to making sure that the overall learning experience is coherent, and that learners have the greatest likelihood possible of achieving (and demonstrating that they have achieved) the learning outcomes, While constructive alignment in some ways sounds so simple that it's blindingly obvious, its rise to prominence within HE suggests that academic teaching staff benefited from having it pointed out to them. We think it is therefore worthwhile introducing it here. 

We are offering you two ways to engage with this content: an academic article written by Biggs; and a series of short videos. You can do either or both. The three videos are presented first, below, and the link to the article below them. 

Videos

First Video (8 mins)

Second Video (6 mins)

Third Video (6 mins)

Article 

Biggs, J., 'What the student does: Teaching for enhanced learning', Higher Education Research & Development Vol. 18 , Is.1,1999.

This link takes you to a page when you can click to download the PDF of the article.