Constructive AlignmentConstructive Alignment

Intended Learning Outcomes (ILOs)Intended Learning Outcomes (ILOs) expressed as verbs students have to enactexpressed as verbs students have to enact

AA The very best understanding that could beThe very best understanding that could be reasonably expected:reasonably expected: verbs such as verbs such as hypothesise, apply to “far” domains, hypothesise, apply to “far” domains, generate, create, critically review etc.generate, create, critically review etc.

BB Highly satisfactory understanding: Highly satisfactory understanding: verbs verbs such as explain, solve, analyse, evaluate,such as explain, solve, analyse, evaluate, justify etc.justify etc.

CC Quite satisfactory learning, with under-Quite satisfactory learning, with under- standing at a declarative level: standing at a declarative level: verbs such verbs such as describe, elaborate, classify etc.as describe, elaborate, classify etc.

DD Understanding at a level that would Understanding at a level that would warrant a Pass:warrant a Pass: low level verbs, alsolow level verbs, also inadequate but salvageable higher level inadequate but salvageable higher level attempts.attempts.

Teaching / LearningTeaching / Learning ActivitiesActivities

Designed toDesigned to elicit desired ILOelicit desired ILO verbsverbs

May be:May be:

Large class activitiesLarge class activities

Small class activitiesSmall class activities

Teacher-managedTeacher-managed

Peer-managedPeer-managed

Self-managedSelf-managed

Classroom-basedClassroom-basedOutside classroomOutside classroom

as best suits contextas best suits context

Assessment TasksAssessment Tasks

FormatFormat such that such that the target verbs arethe target verbs areelicited and elicited and deployeddeployedin context.in context.

CriteriaCriteria clearly allow clearly allowjudgement as to thejudgement as to thequality of the quality of the student'sstudent'sperformanceperformance

Biggs, J. & Tang, C. (3rd Ed) (2007) . Biggs, J. & Tang, C. (3rd Ed) (2007) . Teaching for Quality Learning at Teaching for Quality Learning at UniversityUniversity. Maidenhead: Open . Maidenhead: Open University Press/McGraw Hill. University Press/McGraw Hill.

Constructive AlignmentConstructive Alignment

Intended Learning Outcomes (ILOs)Intended Learning Outcomes (ILOs) expressed as verbs students have to enactexpressed as verbs students have to enact

AA The very best understanding that could beThe very best understanding that could be reasonably expected:reasonably expected: verbs such as verbs such as hypothesise, apply to “far” domains, hypothesise, apply to “far” domains, generate, create, critically review etc.generate, create, critically review etc.

BB Highly satisfactory understanding: Highly satisfactory understanding: verbs verbs such as explain, solve, analyse, evaluate,such as explain, solve, analyse, evaluate, justify etc.justify etc.

CC Quite satisfactory learning, with under-Quite satisfactory learning, with under- standing at a declarative level: standing at a declarative level: verbs such verbs such as describe, elaborate, classify etc.as describe, elaborate, classify etc.

DD Understanding at a level that would Understanding at a level that would warrant a Pass:warrant a Pass: low level verbs, alsolow level verbs, also inadequate but salvageable higher level inadequate but salvageable higher level attempts.attempts. Biggs, J. & Tang, C. (3rd Ed) (2007) . Biggs, J. & Tang, C. (3rd Ed) (2007) .

Teaching for Quality Learning at Teaching for Quality Learning at UniversityUniversity. Maidenhead: Open . Maidenhead: Open University Press/McGraw Hill. University Press/McGraw Hill.

Constructive AlignmentConstructive Alignment

Intended Learning Outcomes (ILOs)Intended Learning Outcomes (ILOs) expressed as verbs students have to enactexpressed as verbs students have to enact

AA The very best understanding that could beThe very best understanding that could be reasonably expected:reasonably expected: verbs such as verbs such as hypothesise, apply to “far” domains, hypothesise, apply to “far” domains, generate, create, critically review etc.generate, create, critically review etc.

BB Highly satisfactory understanding: Highly satisfactory understanding: verbs verbs such as explain, solve, analyse, evaluate,such as explain, solve, analyse, evaluate, justify etc.justify etc.

CC Quite satisfactory learning, with under-Quite satisfactory learning, with under- standing at a declarative level: standing at a declarative level: verbs such verbs such as describe, elaborate, classify etc.as describe, elaborate, classify etc.

DD Understanding at a level that would Understanding at a level that would warrant a Pass:warrant a Pass: low level verbs, alsolow level verbs, also inadequate but salvageable higher level inadequate but salvageable higher level attempts.attempts.

Assessment TasksAssessment Tasks

FormatFormat such that such that the target verbs arethe target verbs areelicited and elicited and deployeddeployedin context.in context.

CriteriaCriteria clearly allow clearly allowjudgement as to thejudgement as to thequality of the quality of the student'sstudent'sperformanceperformance

Biggs, J. & Tang, C. (3rd Ed) (2007) . Biggs, J. & Tang, C. (3rd Ed) (2007) . Teaching for Quality Learning at Teaching for Quality Learning at UniversityUniversity. Maidenhead: Open . Maidenhead: Open University Press/McGraw Hill. University Press/McGraw Hill.

Constructive AlignmentConstructive Alignment

Intended Learning Outcomes (ILOs)Intended Learning Outcomes (ILOs) expressed as verbs students have to enactexpressed as verbs students have to enact

AA The very best understanding that could beThe very best understanding that could be reasonably expected:reasonably expected: verbs such as verbs such as hypothesise, apply to “far” domains, hypothesise, apply to “far” domains, generate, create, critically review etc.generate, create, critically review etc.

BB Highly satisfactory understanding: Highly satisfactory understanding: verbs verbs such as explain, solve, analyse, evaluate,such as explain, solve, analyse, evaluate, justify etc.justify etc.

CC Quite satisfactory learning, with under-Quite satisfactory learning, with under- standing at a declarative level: standing at a declarative level: verbs such verbs such as describe, elaborate, classify etc.as describe, elaborate, classify etc.

DD Understanding at a level that would Understanding at a level that would warrant a Pass:warrant a Pass: low level verbs, alsolow level verbs, also inadequate but salvageable higher level inadequate but salvageable higher level attempts.attempts.

Teaching / LearningTeaching / Learning ActivitiesActivities

Designed toDesigned to elicit desired ILOelicit desired ILO verbsverbs

May be:May be:

Large class activitiesLarge class activities

Small class activitiesSmall class activities

Teacher-managedTeacher-managed

Peer-managedPeer-managed

Self-managedSelf-managed

Classroom-basedClassroom-basedOutside classroomOutside classroom

as best suits contextas best suits context

Assessment TasksAssessment Tasks

FormatFormat such that such that the target verbs arethe target verbs areelicited and elicited and deployeddeployedin context.in context.

CriteriaCriteria clearly allow clearly allowjudgement as to thejudgement as to thequality of the quality of the student'sstudent'sperformanceperformance

Biggs, J. & Tang, C. (3rd Ed) (2007) . Biggs, J. & Tang, C. (3rd Ed) (2007) . Teaching for Quality Learning at Teaching for Quality Learning at UniversityUniversity. Maidenhead: Open . Maidenhead: Open University Press/McGraw Hill. University Press/McGraw Hill.