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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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7/8/2010

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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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7/8/2010

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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