Figure 1
Constructive Alignment requires a concerted action in teaching and learning and assessments to align them with the Learning outcomes.
Figure 2
A question in the OBT3 with the feedback.
Table 1
Aligning Intended Learning Outcomes (ILOs) with OBTs.
| INTENDED LEARNING OUTCOME (ILO) | OBT1 | OBT2 | OBT3 | |
|---|---|---|---|---|
| ILO1 | Explain the pathway of water and nutrient uptake and transport in plants. | √ | √ | |
| ILO2 | Explain the processes of photosynthesis in plants | √ | √ | |
| ILO3 | Illustrate the effect of enzymes on plant metabolism in a given situation. | √ | √ | |
| ILO4 | Assess how the changes in the external environment affect the water status, nutrient acquisition, and productivity of plants. | √ | √ | |
| ILO5 | Discuss how the outcomes of plant physiological research are applied in solving real world problems. | √ | √ | |
Table 2
Analysis of ILOS in terms of Taxonomy Table based on OBTs.
| THE KNOWLEDGE DIMENSION | THE COGNITIVE PROCESS DIMENSION | |||||
|---|---|---|---|---|---|---|
| 1. REMEMBER | 2. UNDERSTAND | 3. APPLY | 4. ANALYSE | 5. EVALUATE | 6. CREATE | |
| Factual knowledge | ILO1, ILO2 OBT2 | |||||
| Conceptual knowledge | ILO1, ILO2, OBT2 | ILO3 OBT3 | ILO4 OBT1 | ILO5 OBT1 | ||
| Procedural Knowledge | ILO3 OBT2, OBT3 | ILO5 OBT3 | ILO5 OBT3 | |||
| Metacognitive Knowledge | ILO4 OBT1 | |||||
Figure 3
The Design of the OBT was conducive in inducing deep learning in plant physiology among students.
Figure 4
The OBT3 was inducing the critical thinking (acquired learning skill). The five point Likert’s scale indicates strongly disagree to strongly agree from 1 to 5.
Figure 5
Feedback given after each part of the OBT have made students to take a range of actions to improve their learning.
Figure 6
Student perception on the online testing environment.