Constructive alignment examples_Oct25 by Manuela Milani

2025-10-15 14:44:16 UTC

Class: 1) assessment of students knowledge based on a current topic (verbal questions w mandatory answers), 2) giving a lecture about the material, 3) multiple choice test based on the lecture

2025-10-15 14:47:00 UTC

Class: 1) defining the goals of the class, asking students about their expectation 2) small group activities based on a clinical case w a particular role of every group member 3) presenting a case solution, participating in a discussion w teacher's moderation 4) summary of conclusions the students made together

Class: 1) asking every student to perform or explain a manipulation/action 2) telling that everything is wrong 3) showing how to do that 4) evaluating student's skills based on the first performance

2025-10-15 14:48:12 UTC

2025-10-15 14:48:14 UTC

I determined that I want my students to recognize main area problems and tools of socjological thinking and understand, how they can be linked in a sociological research

-> i receive a „fixed” assessment method, which is students conducting small empirical study of their design and then writing an essay about it’s results

-> i aim for each class to demonstrate said sociological thinking in process, and to start applying this kind of imagination to their surroundings - what can sociologist understand about this it that common occurence? Then, I introduce partial tools needed for said assessment essay - preferably working with the subjects of their own choosing in course durstion

2025-10-15 14:48:45 UTC

Learning outcome : critically evaluate texts

Activity: instructor provides critical evaluation of texts that the students memorize

Evaluation: an multiple choice test where students need to choose which statement/ evaluation is true about which text

2025-10-15 14:48:47 UTC

I know that the course will end in exam about important names, but I ignore them during the course

spantelaki — 2025-10-15 14:49:20 UTC

A good one is as the Speaker 3 in the YT video, to a specified which are the ILOs for your students while you design the course in aadvance, and try, based on that vision of what you want your students to exit your course with, to act in class while teaching and in your assessment tasks. And clearly communicating with the students ILOs you have in mind, but being open to get feedback from the students for changes.

spantelaki — 2025-10-15 14:49:50 UTC

A bad example could be to include in the assessment tasks completely different exercises of the ones you include in TLAs during class. Another could be not to have precise, planned learning goals and ILOs for your students while you design the course.