Assessment Analysis: Concepts, Types, and Modern Approaches

3. Constructive Alignment

The concept of Constructive Alignment, developed by John Biggs (1999), emphasizes the alignment between:

• learning outcomes – clearly defined knowledge, skills, and attitudes that students are expected to acquire after the learning process

• learning and teaching activities – which enable students to actively construct knowledge and develop the competencies needed to achieve the learning outcomes

• assessment – which evaluates exactly what the learning outcomes specify, using appropriate methods and criteria.

Such alignment ensures that all elements of the teaching process work together to promote active and meaningful student learning, as well as transparency and fairness in evaluating their achievements.

Application in digital education:

The use of digital tools must support the clearly defined learning outcomes of the course.

Example:

If the learning outcome is “to analyse data,” then digital assessment should not be limited to a multiple-choice test but should include analytical tasks supported by digital tools (e.g., Excel or another spreadsheet tool, analytics in the learning management system (LMS)).