Originally presented by Bronwyn Mortimer at Curtin College. Slides have been modified by L&T Services for the purpose of resharing in an article.

1. Your pathway to Curtin. On campus. On track. www.curtincollege.edu.au
STAGE I
CONSTRUCTIVE ALIGNMENT AND
ASSESSMENT DESIGN
SLIDES MODIFIED BY L&T SERVICES FOR THE PURPOSE OF RESHARING IN AN ARTICLE

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3. CONTENT
• Why Do We Have Assessments?
• What is Constructive Alignment?
• Assessment Types
• Assessment Design

4. WHY DO WE HAVE ASSESSMENTS
Assessments allow:
• Judgements on demonstrating competency in specific
Learning Outcomes (LOs)
• Judgements on meeting all program LOs to issue a
qualification
• Feedback/forward for students to determine progress
• Knowledge of standards and criteria in the program/
field/discipline
• Understanding of importance of particular
content/skills/concepts

5. ASSESSMENTS
Assessments allow:
• Students to learn from their attempts
• Development of independent learning skills
(research, time management, etc)
• Development of employability skills
• Teacher to determine effectiveness of teaching
and leads to continuous improvement

6. CONSTRUCTIVE ALIGNMENT
Tam (2014, 166) elaborates on the concept of
constructive alignment stating:

7. CONSTRUCTIVE ALIGNMENT – THE BIG PICTURE
• AQF Levels
• Curtin University Graduate Attributes
• Curtin College Graduate Attributes
• Curtin University Program Learning Outcomes
(PLOs)
• Curtin College Program Learning Outcomes
(PLOs)
• Unit Learning Outcomes (LOs)
• Assessments

8. CURTIN COLLEGE
• TEQSA accredited programs
• Independent from Curtin University
• Purchase IP/materials from Curtin University
• Liaise with the university re: assessment and
moderation
• TEQSA require us to write our own assessments –
Curtin College is moving towards this in all
programs

9. ASSESSMENT TYPES: FORMATIVE VS SUMMATIVE ASSESSMENT

11. ASSESSMENT DESIGN: INDIVIDUAL ASSESSMENT DESIGN
• Validity
• Reliability
• Fairness
• Variety
• Weighting
• Timing
• Connection to learning
• Feedback/feedforward
• Language
• Academic Integrity

12. UNIT ASSESSMENT DESIGN
• Holistic
• Variety
• Weighting
• Hurdles/Pass Requirements
• Timing
• Number of Assessments
• Academic Integrity
• External Referencing