Constructive alignment has been put forward by John Biggs in the realm of teaching and learning. The main concept is that learning outcomes, teaching and learning activities and student assessment have to be aligned to be effective. The main argument is that students organize their learning activities to maximise their results in assessment. The constructive alignment will lead to the learning outcomes being attained.
This reasoning may be transposed to quality assurance, by assimilating learning outcomes with institutional missions or purposes, teaching and learning with organisation and procedures, and student assessment with evaluation and reward system. And the analogy may be taken even further.
For creativity to be part of the institutional purposes and promoted by quality assurance, there are implications for the evaluation criteria and procedures. Furthermore, the role of rankings is questioned in this context.
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