Development of a group work assessment pedagogy using constructive alignment theory

Suzanne Croy

    Research output: Contribution to journalArticlepeer-review

    5 Citations (Scopus)
    833 Downloads (Pure)


    The purpose of this paper is to explore group work assessment underpinned by constructive alignment theory to develop a new assessment pedagogy. A review was undertaken of an existing module ‘Mental Health Nursing 1’, with student nurses participating in the BSc (Hons) Nursing Programme. Constructive alignment theory requires teachers to adopt a deep approach to learning where module learning outcomes are aligned with the teaching environment and modes of assessment. As the module progressed, reviewing the Mental Health Nursing 1 module became an excellent opportunity to begin to understand how constructive alignment theory can inform a group work assessment pedagogy. Working using a constructively aligned assessment process became a valuable learning experience for the module leader whilst at the same time revealed a gap in the research around the impact of constructively aligned teaching and group work assessment.
    Original languageEnglish
    Pages (from-to)49-53
    Number of pages5
    JournalNurse Education Today
    Early online date16 Nov 2017
    Publication statusPublished - Feb 2018


    • Nurse education
    • Constructive alignment
    • Constructivist
    • Graduate attributes
    • Assessment
    • Group work
    • Reflection


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