Constructive alignment as the theoretical foundation linking LO definitions, assessment strategies, and continuous improvement¶

Theory · All theories
Evidence · 6 claims (6 for) · 1 study (1 qualitative), q2 · 0 of 1 report an effect size · 6 claims rest on one study

Description¶

The article adopts Biggs's (1996) concept of constructive alignment, which "emphasizes the systematic integration of intended LOs, teaching and learning activities, and assessment tasks." It provides the theoretical foundation for why consistent LO definitions and appropriate assessment strategies are essential: they ensure that what is taught, how it is taught, and how it is assessed are mutually reinforcing. In the study, instructors' engagement with CA visualizations prompted reflection on whether assessments captured intended outcomes, leading to course design adjustments consistent with this alignment principle.

Design Implications¶

Context¶

Requirements¶

• A robust, shared conceptualization of what constitutes a learning outcome
• Reliable measurement methods and aligned assessment strategies

Constraints¶

• The field of LA lacks a clear, consistent definition of learning outcomes, with many studies using the term without solid theoretical grounding

Target Learners¶

• higher education faculty and program administrators

Target Learning Objectives¶

• alignment of teaching, learning activities, and assessment with intended learning outcomes

Claims¶

• Ca Assessment Prompts Authentic Reflective Teaching [+M]
• CA data visualization positioned LO attainment data as the central axis of curriculum decision-making in both institutions [+W]
• CA tool-based assessment and visualization of learning outcomes enables targeted feedback and evidence-based adjustment of pedagogical practices in higher education [+W]
• Clear role assignment, training resources, and advisory support facilitated CA-supported continuous improvement and reduced faculty workload perceptions [+W]
• Active participation and commitment of teaching staff were essential for successful CA-supported LO assessment, fostered by clear actionable data and institutional support [+W]
• Integrating governance criteria and regulatory frameworks into CA-supported LO assessment enhanced decision-making effectiveness [+W]

Related Theories¶

Examples¶

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Key Sources¶

• Mónica Hernández-Campos, Isabel Hilliger and Francisco José García-Peñalvo. (2026). Assessing 21st Century Competencies: A Two-Case Study on Curriculum Analytics to Inform Continuous Improvement in Higher Education. Journal of Learning Analytics 13(1). https://doi.org/10.18608/jla.2026.9131