Constructive alignment is a principle used for devising teaching and learning activities, and assessment tasks, that directly address the intended learning outcomes (ILOs) in a way not typically achieved in traditional lectures, tutorial classes and examinations (Biggs and Tang, 2011). Constructive alignment was devised by Professor John B. Biggs, and represents a marriage between a constructivist understanding of the nature of learning, and an aligned design for outcomes-based teaching education.
Constructive alignment is the underpinning concept behind the current requirements for programme specification, declarations of learning outcomes (LOs) and assessment criteria, and the use of criterion based assessment. There are two basic concepts behind constructive alignment:
A branch of educational evaluation theory has emerged that focuses on constructive alignment as a key element in effective educational design. Known as design-focused evaluation (Smith 2008) this approach seeks student feedback on the efficacy of the designed alignment between the intended learning outcomes and the teaching and learning activities students engage in during a course of study.