Constructive alignment

What is a learning outcome?

A learning outcome or learning goal is a specific statement of what students should know and be able to do at the end of a course, lecture, tutorial or lesson.

Why write learning outcomes?

Writing learning outcomes are key to successful curriculum design. Instead of writing a course from a content perspective (from the textbook), learning outcomes use an outcomes-based approach, which starts by asking what students should know and be able to do. From there lessons are spent addressing this learning, with a more consciously scheduled structured fashion. It is usually possible to remove between 10% and 20% of the content without compromising intended learning outcomes. In addition, having clearly defined learning outcomes makes it easier for someone else to teach into the course, as it is clear up front what students are meant to know and be able to do. Taking this time to plan an outcomes-based curriculum saves considerable teaching preparation time down the track, and delivers a better student experience without compromising academic standards.

Writing learning outcomes and examples

At UC, the most commonly used tool for developing learning outcomes is the original version of Bloom's Taxonomy.

Additional resources for creating learning outcomes and examples can be found at the Carl Wieman Science Education Initiative at the University of British Columbia.

• Example of Bloom's taxonomy with associated verbs for writing learning outcomes
• Example of an original and rewritten learning outcome in physics
• Example of how to increase the level of the learning outcome
• Example of a checklist for writing learning outcomes

Most common problems with writing learning outcomes

• Non-specific (e.g. "Students will understand...": understand to what level?)
• Difficult to measure on an assessment (e.g. "Students will appreciate...")
• Not assessed
• Assessed but not taught (e.g. Communication skills in a presentation)
• Too many or too few learning outcomes (rule of thumb is around 5 per course, and 3-6 per lecture)

Well-written learning outcomes can make assessment writing a lot easier.

What is authentic assessment?

Intellectually meaningful tasks that mimic the tasks students will face after graduation, allowing them to demonstrate knowledge, skills, and competencies. Here are some examples;

• case studies (see resources from UNSW);
• reflective activities: brainstorming, journals, e-portfolios, critical reviews, post-analysis of group-work or project work or placements, video diaries, portfolio of evidence;
• write a proposal for a grant or to solve a community problem;
• role play or debates;
• advice/consultancy;
• plan a field trip/visit;
• presentations, including public and off-campus, peer assessed/reviewed oral presentations or within a workshop;
• student mentoring;
• Create a product or business or some datasets.

Why is authentic assessment relevant?

Think about the typical types of employment your students will undertake when they graduate. What forms of assessment will reflect a meaningful real world application of the essential knowledge and skills they have gained?

• Better prepare students for life after university
• Can map onto the graduate attributes
• Typically higher levels of student engagement and performance
• Can be seminal learning experiences
• Tasks can be both the learning tool and the assessment
• Can range from a tweak in an existing assessment to a full re-design - can be done low-cost, but still have major impact
• More open-ended than traditional assignments - Not always a right answer - Not always a clear procedure to follow
• More about process than product - eg justification of choices, weighing of evidence
• Examples of authentic assessment in practice
• Authentic Assessment in action at UC

Properties of authentic assessment

•  Tasks can be both the learning tool and the assessment
• Can range from a tweak in an existing assessment to a full re-design - can be done low-cost, but still have major impact
• More open-ended than traditional assignments - Not always a right answer - Not always a clear procedure to follow
• More about process than product - eg justification of choices, weighing of evidence
• Examples of authentic assessment in practice
• Authentic Assessment in action at UC

Some useful international sites for developing authentic assessments include:

Vanderbilt's Center for Teaching

UNSW Sydney

J.Mueller's Authentic Assessment Toolbox

Authentic tasks replicate the real world and requre the student to create their own solutions and responses.

Here are some examples:

Authentic assessment toolbox 

Your marking rubric is the tool you used to interpret and grade students work. When you have clear learning outcomes, authentic tasks and assessments you can express them as verbs into your marking rubric. 

Examples:

Rubric preparation