Constructive Alignment: Evaluating a Programme of Learning

This paper is based on a personal reflection of a course tutor in the earlier years of his teaching career and obtaining a teaching qualification. The article is reproduced from a term paper on the importance of constructive alignment in learning and teaching in higher education - taken from the purview of the United Kingdom. Best practice is cited alongside challenges in order that colleagues may begin to debate aspects of learning, teaching, assessment and feedback/ evaluation of all these. It would also be useful for other stakeholders such as management, quality assurance agencies, as well as accreditation bodies - both within and outside of the United Kingdom.