講演情報
[PL-03]Rethinking Constructive Alignment through an Operationalized Framework for Teaching, Assessment and CQI
Nurzal Effiyana binti Ghazali (マレーシア工学教育協会)
キーワード：
Constructive Alignment、Outcome-Based Education (OBE)、Student-Centred Learning (SCL)、Continuous Quality Improvement、Engineering Education
Constructive Alignment (CA), introduced by John Biggs in 1996, was developed to support student-centred learning (SCL) through the integration of constructivist learning principles and aligned instructional design. The framework is grounded in two main pillars: constructivism, which emphasizes that students construct knowledge through meaningful learning activities, and alignment, which focuses on ensuring consistency between intended learning outcomes, teaching and learning activities, and assessment tasks. CA consists of three key components, namely Intended Learning Outcomes (ILOs), Teaching and Learning Activities (TLAs), and Assessment Tasks (ATs). In Malaysia, engineering education adopts Outcome-Based Education (OBE), in which CA serves as a fundamental implementation approach. Although OBE has been implemented since 2007, many engineering educators continue to face challenges in operationalizing CA when designing active and aligned learning environments. Therefore, this paper proposes an Operationalized Constructive Alignment Framework to guide engineering educators in systematically designing, implementing, monitoring, assessing, and continuously improving teaching and learning practices. The framework extends conventional CA by integrating assessment evidence, feedback mechanisms, and Continuous Quality Improvement (CQI) processes to support more effective and evidence-informed course design.