The document discusses aligning learning outcomes, teaching strategies, and assessments. It defines learning outcomes as statements of what students should know and be able to do after learning. Learning activities involve students solving tasks to learn. There are three types of assessment: assessment for learning uses formative feedback, assessment as learning involves student self-reflection, and assessment of learning makes summative judgments on achievement. Proper alignment involves defining outcomes, choosing teaching methods to achieve them, and assessing if they were achieved.

2. Working Definitions:
Learning outcomes are statements of what a student
should know, understand and/or be able to demonstrate after
completion of a process of learning.
• must not simply be a “wish list” of what a student is capable
of doing on completion of the learning activity.
• must be simply and clearly described.
• must be capable of being validly assessed.

3. Learning Activity- the process of appropriation of scientific knowledge
occurs through the solution, by the students, of the learning tasks.
Assessment- making informed and consistent judgments to improve student
learning.
Assessment for learning- occurs when teachers use inferences about
student progress to inform their teaching (formative assessment)
Assessment as learning- occurs when students reflect on and monitor
their progress to inform their future learning goals (formative assessment)
Assessment of learning- occurs when teachers use evidence of student
learning to make judgments on students’ achievement against goals and
standards (summative assessment)

5. • Focus on teaching- aims and
objectives and use of terms like
know, understand, be familiar with
• Outcomes: Focus on what we want the
student to be able to do- use of terms
like define, list, name, recall, analyze,
calculate, design, etc.

6. Clear expectations on the part of students of what is required of them are a vitally important part of
students’ effective learning (Ramsden, 2003)
Teaching for understanding
Learning outcomes
There is a dynamic equilibrium between teaching strategies and learning outcome

7. It is important that the assessment tasks mirror the Learning Outcomes since, as far as the students are
concerned, the assessment is the curriculum: “From our students’ point of view, assessment always
defined the actual curriculum” (Ramsden, 1992).
Biggs (2003) represents this graphically as follows:

8. “Constructive Alignment” (Biggs, 2005)
Constructive
The students construct understanding for themselves
learning activities. “Teaching is simply a catalyst for learning”
(Biggs).
Alignment
Alignment refers to what the teacher does in helping to
support the learning activities to achieve the learning
outcomes.

9. Purpose of Assessment
• Educational : feedback, diagnosis,
motivation, guidance, learning
support
• Managerial : selection, grading,
certification, progression, professional
recognition, maintaining standards.

10. Types of Assessment

12. How do I align my Outcomes, Assessment, and Instruction?
1. Identify learning outcomes (the knowledge, skills, attitudes, values students
are expected to learn/know/be able to do or articulate by the end of the
course, including level of cognitive complexity).
2. Determine acceptable evidence of learning and choose assessment tasks that
will enable students to demonstrate (and receive feedback on) their learning.
3. Plan learning experiences and instructional activities that will best help
students to develop the skills, knowledge, values or attitudes described in the
learning outcomes, including opportunities for self-reflection and assessment.

13. Steps involved in linking Learning Outcomes, Teaching and Learning
Activities and Assessment
1. Clearly define the learning outcomes.
2. Select teaching and learning methods that are likely to ensure that the
learning outcomes are achieved.
3. Choose a technique or techniques to assess the achievement of the
learning outcomes.
4. Assess the learning outcomes and check to see how well they match
with what was intended

14. How can I plan assessments that are aligned to learning outcomes?