Abstract

This paper delineates the process of constructively aligning course intended learning outcomes, teaching learning activities, and assessment tasks to boost students’ accomplishments of intended learning outcomes. It, also highlights, how the usage of two teaching tools, well-regarded by educators, emerged propitious in analyzing students’ progression in learning and in augmenting their academic skills. Biggs’ model of constructive alignment, Biggs’ SOLO taxonomy and Bloom’s taxonomy of educational objectives were used for this purpose. Four factors emerged pivotal for efficacy and effectiveness of the process - creating positive learning environments, linking academic content to real life situations, selecting appropriate teaching learning activities and developing learning outcomes that are measurable and attainable, to facilitate the teaching and learning processes.

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