Constructive alignment

The Constructive Alignment is a didactic concept developed by the Australian educational psychologist John Burville Biggs . It shows some similarities to learning goal-oriented didactics , but is theoretically based on a combination of a constructivist teaching-learning understanding with a results-oriented teaching design. The core content of the concept is the coordination not only of teaching-learning activities, but also of assessments with intended learning outcomes. Under the catchphrase “assessment drives learning”, his concept was received worldwide, especially in the field of university didactics. It is also one of the cornerstones of the Bologna reform .

Epistemology criticizes Constructive Alignment for the fact that the formulation of meaningful learning outcomes is not possible at all, as skills are only updated in individual actions and therefore cannot be tested.

literature

• Balthasar Eugster, Proof of achievement and their place in the course development - reflections on a criticism of the curricular alignment , in: Tobina Brinker (Ed.), Introduction to course development, Bielefeld 2012, 45–62.
• John Biggs, Enhancing teaching through constructive alignment , in: Higher Education 32 (1996), 347-364.
• John Biggs / Catherine Tang, Teaching for Quality Learning at University , Maidenhead 2011.
• Johannes Wildt / Beatrix Wildt, learning process-oriented testing in "Constructive Alignment" , in: Brigitte Berendt / Hans-Peter Voss / Johannes Wildt (eds.), New University Teaching Manual, Part H: Examinations and performance assessments. Further development of the examination system as a consequence of the Bologna Process, Berlin 2011, pp. 1–46.