Constructive Disalignment
'Constructive disalignment, developed in response to Biggs' constructive alignment [1][2][3] occurs when all elements of a university programme’s teaching, learning, and assessment processes and learning outcomes/competences are not clearly and fully aligned with the fundamental purpose of the course.[4] Essentially, constructive disalignment is where there is a mismatch, or a number of mismatches, between what the programme aims to do (its espoused aims), how it achieves those aims through teaching, learning and assessment processes, and what the students and other key stakeholders, such as employers, expect, want and need it to do. Wherever there is constructive disalignment there will necessarily be problems, issues and unresolved tensions leading to stakeholder dissatisfaction.
The term was developed by Dr Andrew G Holmes and Dr Dominic Henri at the University of Hull in 2024.
References
- ↑ Biggs, John (1996-10-01). "Enhancing teaching through constructive alignment". Higher Education. 32 (3): 347–364. doi:10.1007/BF00138871. ISSN 1573-174X.
- ↑ "Constructive Alignment | John Biggs". www.johnbiggs.com.au. Retrieved 2024-11-08.
- ↑ "Constructive Alignment | Library Glion". Retrieved 2024-11-08.
- ↑ "A Competence-Based Assessment Framework". www.qaa.ac.uk. Retrieved 2024-11-08.
- ↑ Holmes and Henri, Andrew, G. and Henri, D. (July 10, 2024). "https://www.qaa.ac.uk/membership/collaborative-enhancement-projects". Quality Assurance Agency. Retrieved July 11, 2024. External link in
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