1. CONSTRUCTIVE ALIGNMENT

2. The Word “Assess”
From the Latin verb “assidere” = “to sit by” (e.g., as an assessor)
Assessment is the art and science of knowing what students know
It provides “evidence” of students’ knowledge, skills, and abilities
“Evidence” supports instructors’ inferences of what students know and can do (it guides and informs instruction)

3. Constructive Alignment
CA was devised by John B. Biggs (2003,1999) and represents a marriage between a constructivist understanding of the nature of learning, and an aligned design for outcomes-based teaching education.
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. 

4. Constructive Alignment
There are two basic concepts behind constructive alignment: ❶
Learners construct meaning from what they do to learn. This concept derives from cognitive psychology and constructivist theory, and recognizes the importance of linking new material to concepts and experiences in the learner's memory, and extrapolation to possible future scenarios via the abstraction of basic principles through reflection.

5. Constructive Alignment❷
The teacher makes a deliberate alignment between the planned learning activities and the learning outcomes. This is a conscious effort to provide the learner with a clearly specified goal, a well designed learning activity or activities that are appropriate for the task, and well designed assessment criteria for giving feedback to the learner.

6. Biggs’s Model of CA
The main theoretical underpinning of the outcomes-based curriculum is provided by Biggs (2003). He calls the model CONSTRUCTIVE ALIGNMENT which he defines as:
…coherence between assessment, teaching strategies and intended learning outcomes in an educational programme. (McMahon & Thakore 2006)

7. Constructive Alignment

8. Constructive Alignment

9. Relating the Constructive Alignment Model to Learning Taxonomies
Bloom’s Taxonomy (As revised by Anderson et al 2001)
Biggs’ Proposed Levels of Attainment
Synthesis / Creation design, organise, formulate, propose. Evaluation judge, appraise, evaluate, compare, assess.
A: The very best understanding
Analysis distinguish, analyse, calculate, test, inspect. Application apply, use, demonstrate, illustrate, practice.
B: Highly Satisfactory
Comprehension explain, describe, discuss, recognise.
C: Quite Satisfactory
Knowledge define, list, name, recall, record
D: Just a Pass
E: Fail
HOTS
LOTS

10. Outcome Based Education
An outcome is a culminating demonstration of learning
OBE is an approach to education in which decisions about the curriculum are driven by the exit learning outcomes that the students should display at the end of the course.
[Spady WG. Outcome-Based Education. ACSA report no 5. Belconnen: pii Australian Curriculum Studies Association, 1993]

11. OBE??????
“What should our students be able to do?”
“What sort of people do we expect our graduates to be?”
“This is what we want to achieve, so what do we need to do to reach those objectives?”

12. The Three-circle Outcome Model Davis, M. H. (2003). OBE
The Three-circle Outcome Model Davis, M.H. (2003). OBE. Educational Strategies JVME 30(3) © 2003 AAVMC
The Right Person Doing it
Do The Thing Right
Doing The Right Thing

13. FEEDBACK & ASSESSMENT
FORMATIVE
SUMMATIVE

14. FEEDBACK & ASSESSMENT

15. FORMATIVE ASSESSMENT
The goal of a formative assessment is to monitor progress toward a goal or objective, providing information in an expedient manner which allows both teachers and students to respond to the academic needs of the students.
Formative assessments provide students with feedback rather than a grade
Feedback
Lecture / lesson note
Student-teacher conferences
A graphic organizer
Mind Map
A quiz
A Concept Test
LOT Qs HOT Qs
Self Assessment
Peer Assessment

16. SUMMATIVE ASSESSMENT
Summative assessments are generally administered at the end of a unit or course
Summative assessments occur only a few times over the course of the academic year.
Summative assessments always yield a specific grade.
Summative assessments tend to feature a narrower range of question types, such as multiple choice, short answer and essay
End of term/semester final exams
End of unit or chapter tests
Mastery of a standard exam
Standardized exams
Project report
Portfolio
Exhibition / Gallery Walk
Model / 3D

18. ASSESSMENT FOR LEARING
FORMATIVE ASSESSMENT
ASSESSMENT FOR LEARING
T.A. Angelo and K. P. Cross, Classroom Assessment Techniques, 2nd ed. San Francisco: Jossey-Bass. p

20. ASSESSMENT FOR LEARING
FORMATIVE ASSESSMENT
ASSESSMENT FOR LEARING
T.A. Angelo and K. P. Cross, Classroom Assessment Techniques, 2nd ed. San Francisco: Jossey-Bass. p
1. FEEDBACK
Be as Specific as Possible
The Sooner the Better
Address the Learner's Advancement Toward a Goal
Present Feedback Carefully
Psychologist and author Edward Deci has identified three situations in which feedback could be counterproductive:
When learners feel too strictly monitored.
When learners interpret feedback as an attempt to control them
When learners feel an uncomfortable sense of competition

21. ASSESSMENT FOR LEARING
FORMATIVE ASSESSMENT
ASSESSMENT FOR LEARING
T.A. Angelo and K. P. Cross, Classroom Assessment Techniques, 2nd ed. San Francisco: Jossey-Bass. p
2. MINUTE PAPER
It can be used at the end of any topic discussion. Its major advantage is that it provides rapid feedback

22. ASSESSMENT FOR LEARING
FORMATIVE ASSESSMENT
ASSESSMENT FOR LEARING
T.A. Angelo and K. P. Cross, Classroom Assessment Techniques, 2nd ed. San Francisco: Jossey-Bass. p
3. CONCEPT TEST
Ask a multiple-choice question about a course-related concept, with distractors (incorrect responses) that reflect common student misconceptions.
Have the students respond using personal response systems (“clickers”) and display a histogram of the responses. (Applications available online enable students to use their smartphones as clickers: for example, see
Then have the students get into pairs and try to reconcile their responses and vote again.

23. ASSESSMENT FOR LEARING
FORMATIVE ASSESSMENT
ASSESSMENT FOR LEARING
T.A. Angelo and K. P. Cross, Classroom Assessment Techniques, 2nd ed. San Francisco: Jossey-Bass. p
4. MUDDIEST POINT
Give your students a minute to write down what they find the most unclear or confusing—the “muddiest point.”

24. ASSESSMENT FOR LEARING
FORMATIVE ASSESSMENT
ASSESSMENT FOR LEARING
T.A. Angelo and K. P. Cross, Classroom Assessment Techniques, 2nd ed. San Francisco: Jossey-Bass. p
6. ONE SENTENCE SUMMARY
Learners view a videotape clip from a movie xxx
In a sentence - describe what you discover from movie XXX

25. ASSESSMENT TOOLS 1. OBSERVATION CHECKLIST
Usually offer a yes/no format in relation to student demonstration of specific criteria.
Observing students as they solve problems, model skills to others, think aloud during a sequence of activities or interact with peers in different learning situations provides insight into student learning and growth. 
It can be used to record observations of an individual, a group or a whole class.

26. ASSESSMENT TOOLS 2. RATING SCALE
It can be used to indicate the degree or frequency of the behaviours, skills and strategies displayed by the learners.
RS states the criteria and provide three or four response selections to describe the quality or frequency of student work.
Effective rating scales use descriptors with clearly understood measures, such as frequency. 

27. ASSESSMENT TOOLS 2. RUBRIC
A guide listing specific criteria for grading or scoring academic papers, projects, or tests.
Rubrics are increasingly recognized as a way to both effectively assess student learning and communicate expectations directly, clearly and concisely to students.
Rubrics should allow students to see the progression of mastery in the development of understandings and skills.

28. Rubrics can increase the consistency and reliability of scoring.
ASSESSMENT TOOLS
2. RUBRIC (cont…)
Rubrics can increase the consistency and reliability of scoring.
It can be used to assess individuals or groups and, as with rating scales, may be compared over time.
Rubrics should be constructed with input from students whenever possible. A good start is to define what quality work based on the learning outcomes.
Exemplars of achievement (a collection of quality work for students to use as reference points ) Need to be used to demonstrate to students what an excellent or acceptable performance is.

29. Rubric