Constructive alignment

We use constructive alignment to put learning outcomes at the core of the learning experience.

Constructive alignment is an outcomes-based approach to teaching. It focuses on what and how students learn, rather than on the topic the teacher teaches.

A focus on learning outcomes

Learning outcomes are the key to constructive alignment. Once the learning outcomes are defined, assessment tasks and learning experienced are designed to:

  • align with the learning outcomes
  • demonstrate students' knowledge and skills related to the learning outcomes.

This alignment between outcomes, assessment and learning activities ensures students meet the requirements for a degree.

Constructive alignment in practice

The constructive alignment process includes the following steps:

  1. Identify the components of the learning outcomes.
  2. Develop assessment that allows students to show how they meet the outcomes.
  3. Plan student-centred, active learning experiences. Students should be given the opportunity to construct knowledge and skills as outlined in the learning outcomes.
  4. Mark assessment by evaluating the learning of students against pre-specified criteria.

It can be helpful to use a table or a spreadsheet to visualise the alignment within a subject. The following example demonstrates this by:

  • starting with the subject learning outcomes
  • identifying the assessment that meets the learning outcome
  • identifying the learning experiences or activities that enable students to meet the assessment that meets the outcome.
Subject learning outcomesAssessment meeting the subject learning outcome (describe how the assessment meets the learning outcomes, not the actual task)Learning experiences/activities that enable students meet assessment requirements

Students will be able to explain how constructive alignment enhances student learning, and design a subject using the principles of constructive alignment.

Students examine and analyse subject learning outcomes and develop:

  • aligned assessment tasks to meet the content and level of thinking of the learning outcomes
  • teaching and learning experiences that students will engage in to achieve the learning outcomes.

Students will learn about constructive alignment through:

  • reading information
  • analysing subject learning outcomes
  • referring to AQF and taxonomy tables
  • matching outcome terminology and intent with the tables
  • writing sample assessment tasks
  • matching syllabus to outcomes
  • developing active, student-centred learning and teaching experiences to develop student knowledge.

To ensure that students are experiencing structured learning activities that develop skills and knowledge throughout the subject, it’s a good idea to add:

  • a column next to the learning outcomes to identify whether they first meet the level of learning required by the Australian Qualifications Framework (AQF)
  • a column describing the level of thinking required by the outcome (refer to Revised Blooms Taxonomy, SOLO taxonomy and Krathwohl and Anderson's table).
Subject learning outcomesAQFLevel of thinkingAssessment meeting the subject learning outcomeLearning experiences/activities that meet assessment requirements

Students will be able to explain how constructive alignment enhances student learning, and design a subject using the principles of constructive alignment.

Cognitive, technical and creative skills to investigate, analyse and synthesise complex information, problems, concepts and theories and to apply established theories to different bodies of knowledge or practice.

Understand concepts, explain concepts.

Apply concepts to create procedures.

Students examine and analyse subject learning outcomes and develop:

  • aligned assessment tasks to meet the content and level of thinking of the learning outcomes
  • teaching and learning experiences that students will engage in to achieve the learning outcomes.

Students will learn about constructive alignment through:

  • reading information
  • analysing subject learning outcomes
  • referring to AQF and taxonomy tables
  • matching outcome terminology and intent with the tables
  • writing sample assessment tasks
  • matching syllabus to outcomes
  • developing active, student centred learning and teaching experiences to develop student knowledge.

A further column can be added to identify all resources needed to support the learning activities – for example:

  • readings
  • texts
  • links.

By matching all the columns, the subject is assessed, taught and learnt at an appropriate standard for the level of the degree.

Subject Learning OutcomesAQFLevel of thinkingAssessment meeting the subject learning outcomeLearning experiences/activities that meet assessment requirementsResources

Students will be able to explain how constructive alignment enhances student learning, and design a subject using the principles of constructive alignment.

Cognitive, technical and creative skills to investigate, analyse and synthesise complex information, problems, concepts and theories and to apply established theories to different bodies of knowledge or practice.

Understand concepts, explain concepts.

Apply concepts to create procedures.

Students examine and analyse subject learning outcomes and develop:

  • aligned assessment tasks to meet the content and level of thinking of the learning outcomes
  • teaching and learning experiences that students will engage in to achieve the learning outcomes.

Students will learn about constructive alignment through:

  • reading information
  • analysing subject learning outcomes
  • referring to AQF and taxonomy tables
  • matching outcome terminology and intent with the tables
  • writing sample assessment tasks
  • matching syllabus to outcomes
  • developing active, student centred learning and teaching experiences to develop student knowledge.
  • AQF handbook, Taxonomy table
  • mapping template
  • Biggs: Teaching for Quality Learning at University,
  • Assessment 2020,
  • First Year Principles
  • Threshold Learning Outcomes.

Further resources