The authors argue that existing alignment taxonomies are often excessively differentiated, which can limit their practical use and make coherent integration across studies more difficult. Their proposed alternative reduces the number of distinctions without abandoning the central relationship among these three elements. CATLI is intended as a descriptive and design tool.

Researchers can use the framework to characterize learning environments, while practitioners can apply it when designing them. By organizing educational activity around a common vocabulary, the taxonomy may also support more consistent communication between research and practice, according to the perspective. The supplied research evidence does not report participant samples, test scores, effect sizes or evidence that CATLI improves student learning outcomes.

Its immediate contribution is a streamlined taxonomy for describing and designing learning environments in which goals, teaching activities and assessment work together coherently.

Subject of Research: A pragmatic taxonomy for aligning learning goals, instruction and assessment in education research and practice.

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

Article References: Hofer, S. I., & Schalk, L. (2026). When less is more: a pragmatic Constructive Alignment Taxonomy for Learning and Instruction (CATLI). npj Science of Learning. https://doi.org/10.1038/s41539-026-00456-0

Image Credits: AI Generated

DOI: 10.1038/s41539-026-00456-0

Keywords: constructive alignment, CATLI, learning goals, instruction, assessment, learning environments, education research, taxonomy, educational design, less, pragmatic, Constructive