When less is more: a pragmatic Constructive Alignment Taxonomy for Learning and Instruction (CATLI)

Abstract Constructive alignment—coherence among learning goals, instruction, and assessment—is essential for effective learning and teaching. Yet existing alignment taxonomies are often overly differentiated, limiting their practical use and coherent integration across studies. By avoiding unnecessary differentiation while preserving validity, we introduce the Constructive Alignment Taxonomy for Learning and Instruction (CATLI), supporting researchers and practitioners in describing and designing learning environments and advancing a common language for research and practice.