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Constructive alignment can exist at three levels: program, course, and assignment (Anson). If a program is constructively aligned, the program’s goals are aligned with the course offerings and the way the program is assessed. At the course level, the course objectives, classroom activities through the semester, and the final assessment at the end of the course are cohesive. Constructive alignment at the assignment level ensures that the goal of the assignment informs the instruction students receive beforehand and the requirements of the assignment. Examples of constructive alignment at these three different levels can be seen below.
The (fictional) Willow Tree College Writing Program recently underwent an initiative to constructively align its curriculum. See how the WPA and writing program faculty has created constructive alignment at all levels.
Program Level
Program Level
The WPA and writing program faculty sought to align the program’s curriculum with the goals of the college as a whole in order to increase buy-in for the program across campus. According to Willow Tree College’s institutional goals, all students should gain experience reading and analyzing scholarship within their own disciplines.
To the left is an example of how the writing program created alignment with this institutional outcome.
Course Level
Course Level
The WPA and writing faculty collaborated to talk about the essential skills they wish for students to practice and take with them after completing their instruction in the writing program. One such skill is giving quality peer feedback.
To the right is an example of constructive alignment at the course level matching this outcome.
Assignment Level
Assignment Level
The WPA at Willow Tree College also led a professional development seminar on constructive alignment at the assignment level, since it can be an important concept for instructors to know as they plan out their courses. While Willow Tree’s WPA wanted to avoid mandating assignments and fine grain details about the courses, the WPA and faculty worked on developing a bank of assignments that instructors may find useful, giving them the support they need to teach constructively aligned courses while also giving them some freedom in designing their courses.
To the left is an example of one of the assignments they added to the bank for a particular course.
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