Effective teaching constructive alignment – UGC NET Question

Constructive alignment refers to the deliberate matching of learning objectives, teaching–learning activities and assessment tasks. When these three elements are aligned, students receive consistent signals about what is expected and how they will be evaluated. This coherence supports deeper learning because activities and assessments directly target the intended outcomes. Therefore, constructive alignment is rightly considered a key characteristic of effective teaching.

Option A:
Minimal alignment implies that only a small portion of activities and assessments correspond to the objectives. Such weak connection can confuse students and lead to gaps in learning. This approach contradicts the idea of systematic, outcome-oriented teaching.

Option B:
Random alignment indicates that objectives, activities and assessments are chosen without a clear plan or relationship. In such a situation, students may work hard but not achieve the intended outcomes because tasks are not purposefully connected. Hence, this option is inconsistent with effective teaching practice.

Option C:
Superficial alignment suggests that there is only a surface-level match among objectives, activities and tests, perhaps in wording but not in cognitive demand or context. Learners may still fail to engage in the deeper thinking required by the objectives. Thus, it does not represent the robust coherence needed for effective teaching.

Option D:
Constructive alignment means that teachers first clarify the desired outcomes and then design activities and assessments that directly support and measure these outcomes. It respects the constructivist view that learners build understanding through appropriate tasks. This systematic alignment is widely recommended in curriculum and instructional design for improving teaching effectiveness.