How to align learning objectives and outcomes?

Harmonization of goals, teaching activities and learning outcomes is one of the key principles of quality teaching, and it is especially evident in the context of e-learning. This principle is known as constructive alignment, a concept developed by Biggs and Tang (2007). The idea of constructive alignment is based on the fact that the student actively constructs his knowledge with the help of activities that are directly related to clearly defined learning outcomes, while the teacher provides an enabling environment.

In addition to Biggs and Tang, who are best known for systematically developing the concept of constructive alignment, a number of authors have further elaborated on its practical implications in higher education. Domović, Ledić and Crnčić Sokol (2018) emphasize that effective teaching is based on alignment between planned outcomes, activities and evaluation, but also on teachers' pedagogical reflection on their own practice. According to them, constructive alignment does not only mean the technical harmonization of teaching elements, but also the development of professional competences of teachers who are able to recognize the needs of students and adapt the educational process to them.

Vlahović-Štetić and Kamenov (2016) emphasize the importance of clarity in formulating learning outcomes, especially in the higher education context, where they serve as a link between curricular planning and concrete teaching delivery. The authors emphasize that precisely defined outcomes help teachers select appropriate teaching methods and forms of assessment, thereby increasing the transparency and effectiveness of learning.

The domestic authors thus extend the approach of Biggs and Tang, emphasizing its applicability in the local educational context, in which constructive alignment is increasingly viewed as a tool for developing the quality of study programs, but also as a framework for strengthening teachers' professional practice.

Teaching objectives define what the teacher wants to achieve through the teaching process. They are broadly formulated and focused on the teacher’s intentions. Learning outcomes, on the other hand, specify what the student will know, understand, or be able to do after completing the teaching process. Well-formulated outcomes use verbs that describe measurable behavior (e.g., explain, analyze, apply).

Alignment begins with the formulation of clear and measurable learning outcomes. These outcomes must stem from the more general course objectives. For example, if the course objective is to develop critical thinking, an appropriate outcome might be: The student will be able to analyze and compare two theoretical models in a field.

After defining the outcomes, the teacher plans teaching activities that directly lead to their achievement. The activities must be such that the student practices what will later be evaluated through them. For example, if the outcome is to apply the theory to solve a real problem, the activity could be a project assignment or a case study.

Evaluation should be the last but extremely important step of alignment. The type of evaluation must match the outcomes and activities. If the student is expected to analyze, then the evaluation should be an essay or analytical assignment, not a reproductive test.

In the online context, alignment is facilitated by an LMS system such as Moodle LMS. It can clearly link objectives, tasks and resources, and students can visually track what is expected of them and how they will be assessed. In addition, online activities within Moodle LMS (tests, forums, assignments, workshops, SCORM packages) allow for a variety of interactive activities that support outcomes at different cognitive levels.

Finally, it is important to emphasize that constructive alignment is not a one-time action, but a process that is constantly evaluated and improved based on student feedback and evaluation results.

An aligned (constructively aligned) course (i.e. the activities and resources contained in it) connects what the teacher plans, what the student learns and how it is assessed. Only such an approach leads to authentic, meaningful and effective education.

It is crucial for teachers to approach constructive reconciliation as a continuous process of reflection and improvement of teaching, and not as an administrative obligation. It is recommended to start planning from learning outcomes and thinking about how students can demonstrate that they have achieved them. Next, it is necessary to choose teaching activities that enable exactly such learning experiences and to design methods of evaluation that reliably monitor the progress of students. In the e-environment, it is especially important to provide clear instructions, connection between activities and materials, and continuous feedback.

Teachers should regularly analyze the alignment of course elements and use student feedback and digital analytics to improve learning design. Constructive alignment should not be understood as a strict structure, but as a framework that enables flexibility, creativity and adaptation to different learning styles. In this way, it is ensured that students not only acquire knowledge, but also understand it, apply it and develop abilities relevant to their future professional practice.

For more on constructive alignment, you can read:

Biggs, J. (2014). Constructive Alignment in University Teaching. HERDSA Review of Higher Education, 1, 5-22. 

Domović V, Ledić J, Crnčić Sokol M. (ur) (2018). Razvijanje i unapređivanje kompetencija za poučavanje na visokim učilištima - Priručnik za unapređenje kompetencija nastavnika u viskom obrazovanju.

Vlahović-Štetić, V. Kamenov, Ž. Kako ostvariti željene ishode u studijskim programima? Priručnik za sveučilišne nastavnike. Zagreb: FF Press, 2016 (str. 45-49).

You can find a very high-quality free online course on constructive alignment in Croatian, Odabir aktivnosti i metoda vrednovanja studenata (Konstruktivno poravnanje), at the link.  

Bibliography:

Biggs, J., & Tang, C. (2007). Using Constructive Alignment in Outcomes-Based Teaching and Learning Teaching for Quality Learning at University (3rd ed., pp. 50-63). Maidenhead: Open University Press.