Constructive Alignment (1)
Transcript of Constructive Alignment (1)
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MESYUARAT KETUA JABATANPOLITEKNIK KPTM
Bil1/2010
CONSTRUCTIVEALIGNMENT
Royale Bintang, See!"an
2# JUN $ % JULAI 2010
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Main Aim
To assist educators and curriculumimplementers in ensuring a clear
alignment between:learning outcomes
teaching an& leaning !et'o&(
and a((e((!entin t'e )oga!!e( t'ey &e(ign*
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INSTITUTIONALMISSION
PROGRAMMEAIMS
(PAI)
PRGRAMME
LEARNINGOUTCOMES
COURSELEARNING
OUTCOMES(CLO)
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Approaches To Curriculum Design
Traditionally curriculum design has alwaysstarted with Course Content, which is
then used to decide:
1O the teaching method (i.e. howthe content will be covered)
2O and subsequently how it willbe assessed
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Approaches To Curriculum Design
The outcome-based approach hasemerged over the last !ew decades where
the !ocus is on,NOT the content that the studentshouldhave accumulated,
BUT what they are able to+O by the end o!
the programme"unit or module.
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Constructive alignment
#in$ing a constructivist learning
environment with curriculum alignment(%iggs, &'''a)
The obectives de!ine what we should beteaching, how well we should be teaching it,and how we could $now how well students
have learned it (%iggs, &'''b p. *)
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Constructive AlignmentThis approach was developed by Pro!ohn "iggs#"iggs$ 1%%%& as the underpinning
concept behind'the development o programme speci(cationsdeclarations o intendedlearning outcomes #)*+s&
assessment criteriathe use o criterion basedassessment,
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Constructive Alignment
Teaching and*earning-ctivities
#T*-s&
*earning
+utcomes
#*+s&
.
erbschosen
tore
lectlevel
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-ssessmentTass
#-Ts&
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-daptedrom "iggs$ !#1%%%&Teaching oruality
learning at3niversity+3 Press
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Concept Map Illustrating Te Main I!eas Put "or#ar! $%$iggs An! Te Relationsips $et#een Te& In Te
Curriculu& 'esign Process
are guided by
)ntended *earning predetermined+utcomes by
designed toproduce
)ndividual4tudent
C+54T63C
T
*.-65)5
through
-ppropriate
*earning-ctivities
which alsoproduce
.merging*earning
+utco
mes
are guided by
tested by
-ligned-ssess
supported by
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Teacher's And Student's Perspective On Assessment:Outcomes-based Teaching And Learning
Tea'e- Inten&e& O.to!e( Tea'ing atiitie( Assessment
St.&ent- Assessment Leaning atiitie( O.to!e(
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Implementing Outcomes-based
Teaching and Learning usingConstructive Alignment
Teacing ILOAssess&e
nt
Engaging te at te stu!ent *o# #ell
stu!ent in te as to learnte
stu!ent
+er, in te (appl%as &et
te
ILO appl% Ps%colog%-) ILO appl%
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Constructive Alignment
Inten&e& Leaning O.to!e( ILO(e)e((e& a( e"( (t.&ent( 'ae to enat
Tea'ing /Leaning
Atiitie(
+e(igne& toeliit&e(ie&e"(
May "e-
Lage la((
atiitie(
S!all la((atiitie(
Tea'e3!anage&
Pee3!anage
&
Sel43!anage&
a( "e(t(.it(ontet
The verybestunderstanding thatcould bereasonablyexpected:
e"( (.'a('y)ot'e(i(e,a))ly to 54a6&o!ain(,geneate,elate to)ini)le, et*
ighlysatis!actoryunderstanding:
e"( (.'a( e)lain,
(ole,
.n&e(tan&!aini&ea(,analy7e,o!)
ae,et*
"uitesatis!actory
learning#$ithunder-standing ata
decl
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arative level:
e"( (.' a(ela"oate,la((i4y, oe
to)i( ato n,
%nderstanding ata lo$ level :
lo8 leele"(, al(oina&e9.ate".t(alagea"le 'ig'eleelatte!)t(*
A((e((!ent
Ta(:(
&ormat
(.'t'at
t'e
tagete"( aeeliit
e&an&&e)loye&
inontet*
Criteria lealyallo8
;.&ge!ent a(to t'e
9.a
lity
o4t'
e(t.&ent