SHINE C.

PANES (ED 208 REPORT)

BSED, II – FILIPINO A

Report’s Title: The Principle of Constructive Alignment in Teaching and Learning

Introduction:

 Constructive Alignment is an educational theory developed by Professor John Biggs.

 It aims to enhance the quality of teaching and learning by aligning intended learning outcomes, assessment, and
teaching methods.

Key Components:

1. Intended Learning Outcomes (ILOs):

 Define clear and specific learning objectives.

 Articulate what students should know, understand, and be able to do.

2. Assessment Tasks:

 Design assessments that directly measure the achievement of intended learning outcomes.

 Ensure assessment tasks are authentic and aligned with real-world applications.

 Encourage a variety of assessment methods to cater to diverse learning styles.

3. Teaching and Learning Activities:

 Plan instructional strategies that facilitate the achievement of ILOs.

 Align teaching methods with assessment tasks and desired outcomes.

 Encourage active learning, critical thinking, and student engagement.

4. Alignment of Components:

 Achieve congruence between ILOs, assessments, and teaching methods.

 Students are more likely to succeed when there is coherence in these elements.

 The alignment enhances the clarity of expectations for both students and educators.

Advantages of Constructive Alignment:

1. Enhanced Student Understanding:

 Clearly defined outcomes help students understand what is expected of them.

 Aligning assessments and teaching methods reinforces these expectations.

2. Improved Engagement:

 Active learning strategies enhance student participation and engagement.

 Students are more motivated when they understand the purpose and relevance of their learning activities.

3. Quality Assessment:
  Assessments closely tied to ILOs provide a valid measure of student achievement.

 Constructive alignment supports fair and transparent assessment practices.

4. Feedback and Reflection:

 Constructive alignment facilitates meaningful feedback to students.

 Students can reflect on their progress in relation to the intended outcomes.

Challenges and Considerations:

1. Time-Consuming Design:

 Developing aligned courses may require more time and effort initially.

 Long-term benefits, however, justify the upfront investment.

2. Flexibility in Implementation:

 Educators may need to adjust methods based on student needs flexibly.

 Some adaptations might be necessary while maintaining alignment principles.

3. Continuous Improvement:

 Regular assessment of the alignment's effectiveness is essential.

 Continuous feedback from students and educators can inform adjustments for improvement.

Conclusion: Constructive Alignment is a powerful framework for improving teaching and learning outcomes. By ensuring
coherence between learning objectives, assessments, and teaching methods, educators can create a more effective and
engaging educational experience for students, promoting deeper understanding and lasting knowledge acquisition.

Examples of Constructive Alignment in a Classroom Setting:

1. Intended Learning Outcomes (ILOs):

 Example: In a biology class, the ILO might be for students to understand the process of photosynthesis. The
clear objective is for students to articulate the stages and significance of photosynthesis.

2. Assessment Tasks:

 Example: To align with the ILO mentioned, the assessment could be a project where students create a visual
representation (poster or digital presentation) of the photosynthesis process, demonstrating their
understanding and applying it to real-world examples.

3. Teaching and Learning Activities:

 Example: In line with the photosynthesis ILO, the teacher could plan a hands-on activity such as a virtual lab
or a field trip to a botanical garden. This aligns the teaching method with the assessment task and
reinforces the understanding of the subject matter.

4. Alignment of Components:
  Example: To ensure alignment, the teacher could explicitly discuss the ILOs at the beginning of the lesson,
introduce the assessment project, and explain how the activities (labs, discussions) connect to the learning
objectives. This helps students see the coherence between what they are learning, how they are learning it,
and how they will be assessed.

5. Enhanced Student Understanding:

 Example: Before starting a literature unit, a teacher might present a clear ILO – for students to analyze and
interpret symbolism in a novel. The teacher can then align teaching methods, like class discussions and
close reading exercises, to enhance students' comprehension of symbolic elements.

6. Improved Engagement:

 Example: In a history class, if the ILO is for students to understand the impact of historical events, the
teacher could use role-playing or simulations to engage students actively. This not only aligns with the ILO
but also increases student motivation by making the learning experience more interactive.

7. Quality Assessment:

 Example: In a mathematics class, if the ILO is for students to solve complex problems, the assessment could
include a mix of problem-solving tasks, quizzes, and a final project. This variety ensures a comprehensive
evaluation aligned with the intended learning outcomes.

8. Feedback and Reflection:

 Example: Following the completion of a group project aligned with the ILOs, the teacher could provide
specific feedback to each student, highlighting areas of strength and suggesting areas for improvement. This
feedback loop encourages reflection on their progress in relation to the intended outcomes.