Enhancing teaching through constructive alignment

Biggs, J. (1996). Enhancing teaching through constructive alignment. Higher Education, 32(3), 347-364.

Type

Journal article

Intellectual base

Primary research

Year

1996

Volume

32

Issue

3

Pages

347-364

DOI

10.1007/bf00138871

DOI registrant

Springer Nature

Link

https://doi.org/10.1007/BF00138871

Cited by

2 citations across 2 artifacts.

Each citation links to the sentence it supports in the citing article.

Mechanisms

• Curriculum Core Plus Electives
  • The guarding discipline is constructive alignment

    This sourceDefines constructive alignment as designing learning activities and assessment to serve the intended learning outcomes.

• Curriculum Map
  • Following the principle of aligning what's taught, assessed, and intended,

    This sourceDefines constructive alignment as aligning intended performances, teaching activities, and assessment.

Verification

Does it exist? Confirmed. This work's DOI resolves to a registered record, which fixes its identity. That is all it fixes.

Does it back the claim? Not recorded. Neither this nor any other of the 2 citations of this work carries a recorded support check.

Support is checked per citation rather than per work — the same source can be cited soundly in one article and wrongly in another. Per-citation recording began recently, so a citation with no recorded check is a gap in the record rather than evidence it went unchecked.

See how references were verified.

Registry ID ref:350595f96932 · see in the full table