CONSTRUCTIVE ALIGNMENT FOR TEACHING, LEARNING AND ASSESSMENT IN ENGINEERS IN SOCIETY COURSE

Abstract

Using a systematic constructive alignment, the Engineers in Society course (ECC589) is designed to align with the Engineering Accreditation Council (EAC) Standard 2024. This paper explores the steps in constructive alignment that includes planning, implementation, and assessment within the context of ECC589. In the planning stage, learning outcomes (LOs) are developed to align with program objectives, Bloom's Taxonomy, and sustainable development goals (SDGs). These LOs encompass cognitive and affective domains, ensuring a comprehensive educational approach. The implementation stage focuses on diverse teaching and learning activities, such as collaborative teaching, flipped learning, active and cooperative learning, community-based projects, design thinking, and problem-based learning. These activities are designed to foster critical thinking, teamwork, and practical skills, aligning with the intended LOs. The assessment stage employs various techniques, including formative and summative assessments, direct and indirect assessments, and classroom assessment techniques. An alternative assessment approach known as EiS-Dt was developed to ensure that assessments are constructively aligned with the LOs, providing a comprehensive evaluation of student competencies. Overall, the constructive alignment in ECC589 addresses the EAC Standard 2024 by ensuring coherence between learning outcomes, teaching activities, and assessment tasks. This approach equips students with the necessary knowledge, skills, and attitudes to prepare them as future engineers and contribute to sustainable development.