Fae wane Heetetfocca. i tate > Etucation > AteneFortrontofTesching, eating &Pedagoay > Teaching Resources > Designing YourCourse > Constructive Alignment Currictu dsigtrameworks Constructive Alenment FAQ Witing your Course Outline Constructive Alignment ‘A guiding principle of course design Constructive alignmentisan underiying principle behind quality course design in Outcomes-based Teaching and Learning (OBTU. This idea was conceptualised by John Biggs (1996) based on earlier work by Ralph ‘Tyler (1949) and Thomas Shuell 1986). lt suegests that course design should start by defining the leaning ‘outcomes. Thereafter, the teaching and assessment actvities are designed to enable students to achieve those outcomes and to assess the standard at which they have been achieved (Biggs, 2014} We start this process fist by defining what are the learning outcomes (INSERT LINK] that we intend students to learn, and align both teaching and assessment activities to these outcomes. The figure below illustrates the interrelated processes involved in constructive alignment. ere Sr Learning si oT toa ‘What earring atvites ‘ata aes stnetanee ts pi Assessment le of a constructively aligned course: Humar - Tncdicaniog icone “eho aig vay saeerptgeneres = fenunesend agesin | sory source sna eee 2a tng NZ Heres an example tillustrate the constructive alignment process, written by one of our colleagues in the History Department. In this example, one ofthe outcomes is that students are able to “analyze and interpret gendered languages and images in primary historical sources’ In order to measure this, outcome, students will write an essay that demonstrates their skils in research and critical analysis, ‘Thistearning activity’ interrelations are mapped accordingly, with more details given Inthe table below.Intended Learning Assessment Teaching & Learning Activity Outcomes (LO) LO3:Analyzeand Continuous Assessment 4(CA4)- Primary Source Analysis interpret Major essay - 40%: Inclass activites wil help to build gendered ‘Themajor essay should be polished your skillsin primary source analysis Tanguagesand piece ofwriting that demonstrates and prepare you for the primary imagesin your skillsin research andcritical source analysis assignment (CA2) primary analysis. Te research essay should CAs designed to bullda key skill historical include interpretation of several that is required for the major essay sources. primary sources.AAnexcellent essay _(CA4), and more generally for will also position the argument of the historical research, contributing to on to different loa approaches tothe study of gender (which we read about inweek 2).The Essay Writing essay question youhavedeveloped The major essay (CA4) brings should appear at the beginningof the together the competencies in primary first page of the essay. Please use the source analysis, developing aresearch Chicago referencing style (outlined in topic and constructing a convincing the Course Style Guide). -10%%will be argument from CA1, CA2, and CA, deducted for incorrectreferencing _ Students will investigate historical style processes (LOM), compare scholarly approaches to gender history (LO2), analyse primary sources (LO3) and formulate and articulate an historical argument (LO4), essay inrel Example of a constructively aligned course: Engineering ‘ilened earings Tectg an ening Appyenecysnanoeageot = ArTaffc Menagerento, <> __ | Heonprrertosessmuooon Sevelopsoutorstororcteal 2)croupwork Laboratory Report 204) Here is another example written by one of our colleagues in the Aeroscape Engineering Department. In this example, one ofthe outcomes is that students are able to “apply theory and knowledge of Air Traffic Management (ATM) to develop solutions for practical ATM problems In order to measure ths outcome, students, working as a team, will have to produce a laboratory report as part oftheir ‘assessment which involves conducting simulation, modelling and evaluation of real-world problems. The interrelations of these activities are mapped accordingly, and more details are given in the table below. Intended Learning Assessment Teaching & Learning Activity Outcomes (LO)‘Apply theory and knowledge of Air Trathe Management IATM) todevelop solutions for practical ATM problems Nanyang Technological University Get in touch SoNamang Avene SRO eg Tel: (65) 679: Novena Camg AcZ Directory 1 Mandalay Road, Singap 082 Tel (65) 651 Contact Us Laboratory Report (20%) During the laboratory session, you will, conduct simulation, modelling and ‘evaluation of areal-world problem and/or of various concepts that you have learned during the lecture. This isa team-based activity where ateam of two/three students carries out laboratory work and document their findings. This report is apart ofthe formative assessment for the course. Quick links NTU Library Suppliers Staff Intranet Student Intranet Computer-Based Simulations This willallow you to develop re: solutions to complex problems and will facilitate creative problem- solving Group Work This willprovide the opportunity for you tolearnfromone another and to become active participants in the learning, With group-based work, students will develop skills valued by employers (suchas problem-solving, negotiation, conflict resolution, leadership, critical thinking and time management) roror + Connect With Us fy¥v¥@ino 2024 Nanyang Technological University