Learning Outcomes & Assessment Alignment
8 weeks · 0 milestones
Redesign an existing real module or unit to improve constructive alignment between learning outcomes, teaching activities, and assessments. Proof requires: (a) the original module documentation showing the current state, (b) a documented alignment analysis identifying specific misalignments between learning outcomes, assessments, and teaching activities — each misalignment named with evidence, (c) the redesigned module with explicit rationale for each change referencing the specific misalignment it addresses, and (d) written review from an academic or curriculum designer who confirms the redesign improves alignment and challenges at least one of your design choices — your written response is part of the proof. The analysis of misalignment is the proof of understanding — the redesign alone is not sufficient.
Milestone map
Milestone map
3 milestones
Select a real curriculum unit from your placement or professional context and audit it for constructive alignment — the degree to which stated learning outcomes, teaching and learning activities, and assessment tasks are coherently connected. Use Biggs and Tang's constructive alignment model as your framework. Map each learning outcome to the associated assessment tasks and rate the alignment strength (strong/partial/missing) with a written rationale for each rating.
Proof required
Submit your alignment audit in a structured mapping table (one row per learning outcome), showing the associated assessment task(s), alignment strength rating, and a 2–3 sentence rationale for each rating, plus a 400-word summary identifying the two most significant alignment gaps and their likely impact on learning.
What gets checked
- Every learning outcome in the unit is mapped — not a selective sample of the 'easy' or 'obvious' ones
- Alignment ratings are justified with reference to Biggs's SOLO taxonomy or equivalent framework, not just intuitive judgements
- The 400-word summary identifies specific alignment gaps (e.g., 'LO3 requires synthesis but the only assessment is a multiple-choice quiz testing recall') rather than generic observations