Reflections on applying constructive alignment with formative feedback for teaching introductory programming and software architecture

Abstract

Constructive alignment is a student-centred approach to teaching and learning that aims to enhance student learning through a combination of constructivist learning theories and aligned curriculum. This paper presents two case studies where units have been developed to apply the principles of constructive alignment in the area of computer science and software engineering. It outlines the role of formative feedback and delayed summative assessment as a means of embedding constructivist learning theories in the application of constructive alignment. The discussion outlines some of the challenges and advantages gained from the greater focus on formative feedback during the teaching period, and presents some recommendations for others considering applying constructive alignment.