Application of constructive alignment principles to engineering education: have we really changed?

A survey of some common engineering subjects in four Australian universities shows that despite much discussion of student centred learning, assessment is still very heavily based on examinations. Analysis of exam questions, and other assessment tasks also shows that in some cases there may be significant mismatch between the stated learning objectives of subjects and the way in which students are assessed. Application of constructive alignment to design of assessment has the potential to ensure that assessment tasks reflect the learning objectives, and may help encourage academics to consider alternatives to examinations.