1. Ensuring the
Alignment of
Assessment
wit h
Learning Outcomes
Working Smarter not Harder
Dr. Michele Pinnock

3. From which angle are we viewing the
outcome?
• Are your learning outcomes attainable?
• What are we valuing process or product?
• Are you compromising the validity and
reliability of the assessment
• Is your expert knowledge; prior learning
experience [when I was in College] syndrome;
your knowledge of the standards and
expectations of the real world all clouding
your role as assessor?

4. CONCERNS
• Students complain that they are being over-
assessed
• Students complain about not receiving
meaningful feedback
• Teachers complain about the ‘ marking’; we
continue to over-assess and overworked
ourselves

5. Valuing vs Crediting
• What are you valuing and what is being
credited by your course?
• Are we valuing high order thinking?
• We say we value completing assignments of
time but do we credit such?

6. How valid are our assessments?
• Are we testing what we say we would test?
• Is our test mirroring the emphasis of our instruction?
• Are we asking enough questions to make informed
judgments about student performance?
• Are we able to accurately predict future
performance of our students accurately?
What are we prepared to do about this
situation?

7. The Message from the Assessment
• Assessment sends clear messages to students
regarding what is valued in a course.
• Students who perceive that the assessment will test
memorization are more likely to adopt surface
approach to learning (Scouller, 1998)
• Ensure that the message from assessment is in
accordance with what is valued by the lecturer and
the course.

8. Owning Intended Learning
Outcomes
• We must clearly communicate to our students
the intended learning outcomes so they can
own them and take responsibility for
achieving them
• Students are rarely concerned about learning
outcomes they are interested in what is being
valued by the assessment.

9. • Assessment defines what students regard as
important, how they spend their time and
how they come to see themselves as students
and then as graduates.
• Students take their cues from what is assessed
rather than from what lecturers assert is
important
George Brown et al ,

10. How do we get students to learn what we
intend for them to learn?
• Constructive Alignment is the answer.
?

11. Constructive Alignment
• This is a conscious effort to provide the
learner with a clearly specified goal, a well
designed learning activity or activities that are
appropriate for the task, and well designed
assessment criteria for giving feedback to the
learner.

12. Aligning learning outcomes, learning and
teaching activities and the assessment.
Adapted from Biggs(1999) p 27

13. Constructive Alignment
• Encourages clarity in the design of the
curriculum,
• Ensures that both students and teachers are
cognizant of what is being valued and the
weighting being ascribed to such
• Offers transparency in the links between
learning and assessment.
• Encourages institutions to strive towards
quality assurance and enhancement.

14. Think about Assessment at the beginning
of the Learning Process
According to Biggs(1995) in aligned courses,
• objectives are usually clear, functioning at the
high order level;
• teaching methods usually elicit from students
those learning activities that are likely to
achieve those objectives; and
• our assessment confirms that students are in
fact learning what our objectives say they
should learn (p.11)

15. Unaligned Course
Teacher Student
Intentions
Activity
e.g.
- explain
- relate
- prove "Dealing with the test"
- apply
Exam
Assessment
e.g.
- memorize
- describe

16. Aligned Course
Teacher Student
Intentions
Activity
e.g.
- explain
- relate
- prove
- apply
Exam
e.g.
Assessment
- explain
- relate
- prove
- apply

17. Assessment influences Learning
• Assessment methods and requirements probably
have a greater influence on how and what students
learn than any other single factor (Boud,1995).
• How we go about assessing students can make
significant impact on how well they achieve in their
studies
• Poor assessment design will lead students to ascribe
to behaviours that are counter-productive to
learning

18. Steps Towards
Constructive Alignment
Consider assessment at the beginning of the course
• Teachers need to be clear on attainment targets
for their learners
• Understand, explore the assessment possibilities
for measuring these targets and then selecting the
most relevant
• Understand the process that will cause students to
attain these targets

19. Designing Intended Learning Outcomes
(ILO)
• Bloom’s Taxonomy
• Structure of Observed Learning Outcomes
(SOLO) Taxonomy helps to map levels of
understanding that can be built into the
intended learning outcomes and to create the
assessment rubrics.

20. Valuing competences
[ Competence := knowledge + capacity to act upon it ]
Have the student do something,
and then measure product and/or process
Objective !
To learn to:
analyze systems for...
explain cause/effects...
prove properties of...

compare methods of...
...
'SOLO' = Structure of the Observed Learning Outcome

21. 'SOLO'
SOLO 5  to generalize
"extended abstract"
 to hypothesize
 to theorize
(qualitative
levels)
depth
SOLO 4  to relate
"relational"
 to compare
 to analyze
SOLO 3  to classify
"multi-structural"
 to combine
(quantitative
 to enumerate
surface
levels)
SOLO 2  to identify
"uni-structural"  to do procedure
 to recite
SOLO 1 "pre-structural"  no understanding
 irrelevant information
 misses point

22. Graphic Illustration Legend
immediately relevant aspects – given!
SOLO
related or hypothetical – not given!
x irrellevant or inappropriate
R student response
• to theorize x
x R'
• to generalize extended
R
• to hypothesize abstract
R''
• to predict SOLO 5
• to analyze x
x
• to relate
relational R
• to compare
• to explain causes SOLO 4
• to describe
• to combine R1
multi structural R2 R
• to classify R3
• to perform algorithm SOLO 3
• to do simple procedure
• to define
uni structural R
• to identify
• to recite SOLO 2
X
R

23. Designing Student Activities
• It is imperative that congruence exists
between the
– intended learning outcomes;
– the learning activities and
– the assessment task
• If we value level 2 & 3 of the SOLO - Surface
Understanding will be attained
• Valuing level 4 & 5 will result in Deep
Understanding

24. SOLO (verbs)
SOLO 5 to theorize to apply theory (to 'distant' problems)
to hypothesize to put-into-perspective
"extended abstract" to generalize to reflect
to critize to judge
to predict to discuss
SOLO 4 to analyze to apply theory (to 'near' problems)
to argue to reason about (reach conclusion)
"relational" to relate to explain (cause-effect)
to compare to explain (similarities-differences)
to integrate to explain (strengths-weaknesses)
SOLO 2+3 to describe
to structure
to enumerate
to paraphrase
"multi structural" at collate to do simple procedure
& to combine to define
"uni structural" to classify to identify / name
to perform algorithm to recite

25. Technical Quality of Assessment Items
• Cognitive complexity- learners engaged in ample
range of intellectual activity
• Content Quality- questions should permit learners
to demonstrate their understanding on matter
deemed important by experts
• Accurately reflect the emphasis placed on
important aspects of instruction
• Transfer and generalizability
• Language appropriateness
• Fairness
• Reliability

26. Copied from http://www.cmu.edu/teaching/assessment/basics/alignment.html
TYPE OF
LEARNING
OBJECTIVE EXAMPLES OF APPROPRIATE ASSESSMENTS
Recall Objective test items such as fill-in-the-blank, matching, labeling, or
Recognize multiple-choice questions that require students to:
Identify •recall or recognize terms, facts, and concepts
Interpret Activities such as papers, exams, problem sets, class discussions,
Exemplify or concept maps that require students to:
Classify •summarize readings, films, or speeches
Summarize •compare and contrast two or more theories, events, or processes
Infer •classify or categorize cases, elements, or events using established
Compare criteria
Explain •paraphrase documents or speeches
•find or identify examples or illustrations of a concept or principle
Apply Activities such as problem sets, performances, labs, prototyping,
Execute or simulations that require students to:
Implement •use procedures to solve or complete familiar or unfamiliar tasks
•determine which procedure(s) are most appropriate for a given
task

27. TYPE OF
LEARNING
OBJECTIVE EXAMPLES OF APPROPRIATE ASSESSMENTS
Analyze Activities such as case studies, critiques, labs, papers, projects,
Differentiate debates, or concept maps that require students to:
Organize •discriminate or select relevant and irrelevant parts
Attribute •determine how elements function together
•determine bias, values, or underlying intent in presented material
Evaluate Activities such as journals, diaries, critiques, problem sets,
Check product reviews, or studies that require students to:
Critique •test, monitor, judge, or critique readings, performances, or
Assess products against established criteria or standards
Create Activities such as research projects, musical compositions,
Generate performances, essays, business plans, website designs, or set
Plan designs that require students to:
Produce •make, build, design or generate something new
Design
This table does not list all possible examples of appropriate assessments.

28. Authentic Assessment
• Authentic assessments require students to be
effective performers with acquired knowledge.
• Traditional tests tend to reveal only whether the
student can recognize, recall or "plug in" what was
learned most times out of context.
• Authentic assessments present the student with the
full array of tasks that mirror the priorities and
challenges found in reality.

29. Assessing Learning in the Information Era
• With this information age – students need to learn
how not just to access, but evaluate and use
appropriate information to solve real
problems/issues
• Let’s get them to make value judgments about the
validity and reliability of the information
• Remember that student learning does not just
depend on what we teach
• Spend more time and resources on assessment-

30. "The Learning Pyramid"
Average
passive retention rate
Lecture 5%
Reading 10%
nt
ga of l
me
en leve
Audiovisual 20%
ge
Demonstration 30%
Discussion group 50%
Practice by doing 75%
active
student Teaching others 80%
[Kilde: NTL Institute for Applied Behavioral Science, Bethel, Maine]

31. Biggs (2003) Concept Map showing relationships within the Curriculum Design Process.

32. Concerns
• Incidental learning outcomes need to be
identified and if of value incorporated as
intended learning outcomes for the next
course offering
• Constructive alignment cannot be achieved or
maintained in an institutional system that
does not allow frequent review and
modification by teachers

33. Putting it all Together
There are four stages in a constructively aligned curriculum
(Biggs & Tang, 2007, pp. 54-55).
1. Describe the intended learning outcomes in the form of a
verb (learning activity), its object (the content), and specify
the context and a standard the students are to attain.
2. Create a learning environment using teaching/learning
activities that address that verb and therefore are likely to
bring about the intended outcomes.
3. Use assessment tasks that also contain that verb, thus
enabling you to judge with the help of rubrics if and how well
students’ performances meet the criteria.
4. Transform these judgments into standard grading criteria.

34. Examine carefully
Goals/ Rationale
of your course
Operationalize
the goals into
intended
learning outcomes
(ILO)
Choose carefully the Choose carefully the
Assessment forms of teaching
That measures That focus on
these Outcomes these outcomes

35. Do we possess a vision of Evaluation
Unless the purpose is perceived to be significant, the
procedures are clearly understood, and the results
are perceived to be useful and relevant, the
individuals whose performances are being assessed
will not do their best and will not facilitate the
assessment process.
Learners can resist even high stake test if they are
deemed meaningless and unmanageable.

36. MEANINGFUL ASSESSMENT
• Achieves specific goals or purposes that are
significant to all especially students
• Clear procedure, criteria, rubrics that are
understood by ALL stakeholders
• Produce results that provide clear directions
for improved learning and instruction

37. Manageable Assessment
Describes assessment that provides useful
information on performance given time and
other resources.
• Planning and organizing the assessment
• Collecting / analyzing assessment data
• Recording and communicating the results of
the assessment to stakeholders

38. Aligning Coursework
• Coursework as grades or part of the learning
process?
• Are we engaged in formative assessment?

39. Proportions of Formative Assessment in
Classrooms
No Token Moderate Near-Total
Formative Formative Formative Formative
assessment Assessment Assessment Assessment
Class Activities Formative Assessment

40. Formative Assessment
• Ongoing
• Aids learning
– Teachers feed information back to students in ways that
enable the student to learn better, or
– Students can engage in a similar, self-reflective process.
• Helps students understand the rules of the game
• Helps in the continuous monitoring of the quality of
the work as both students and teacher strive
towards attaining desired learning outcomes

41. Formative Assessment
• Aids instruction – using evidence of student’s
mastery status to make adjustments to
instruction if the evidence suggests these
adjustments are warranted

42. Formative assessment make teachers
teach better and learners learn better
Formative assessment represents
evidence-based instructional decision
making

43. Steps for Establishing Formative Assessment
That Solicits Classroom Climate Shifts
1. Distribute classroom climate guidelines
2. Seek trust constantly and nurture it seriously
3. Model and reinforce appropriate conduct
4. Solicit students’ advice on classroom climate
5. Assess students’ relevant affective status

44. Concerns/ Dissonance
• Formative assessment though it elicits deeper
understanding among learners it will not
necessarily improve student’s scores on the
standardized examinations

45. How well do teachers manage
assessment ?
• Many assessment procedures are labour
intensive and time consuming on the part of
teachers
• Teachers spend 15 -20 minutes outside of
school grading essay assignments.
Swain & Swain (1999)

46. VALIDITY
The accuracy of a test to test what it is suppose
to test.
• Number of items
• The types of items
• The time allotted for the completion of the
assessment
• Quality of task instructions
• The weighing of each assessment in relation
to the course objective and the course in its
entirety

47. RELIABILITY
This speaks to the consistency of the assessment
in determining student performance.
If assessment is not reliable then decisions made
based on such will lead to problems.

48. Issues associated with some
frequently used test formats
GROUP ASSESSMENT
• Deciding on group members
• Assessing the input of each members
process vs. product
• Assessing whether all members possess the
knowledge/ skill/ attitude being examined

49. Formative assessment aids learning by generating
feedback information that is of benefit to students
and to teachers.
Feedback on performance, in class or on assignments,
enables students
• to restructure their understanding /skills and
• build more powerful ideas and capabilities.

50. Conditions necessary for students
to benefit from feedback
According to Sadler (1989):
a) possess a concept of the goal/standard or reference
level being aimed for
b) compare the actual (or current) level of performance
with that goal or standard
c) engage in appropriate action which leads to some
closure of the gap

51. Issues with Feedback
• Students not clear on learning outcomes
• Students not sure what standards/
expectations look like
• Students not sure about what is actually
necessary to help students close the gap.
Example of a comment -‘this essay is not
sufficiently analytical’)

53. Good feedback practice:
1. Facilitates the development of self-assessment (reflection) in learning.
2. Encourages teacher and peer dialogue around learning.
3. Helps clarify what good performance is (goals, criteria, expected
standards).
4. Provides opportunities to close the gap between current and desired
performance.
5. Delivers high quality information to students about their learning.
6. Encourages positive motivational beliefs and self-esteem .
7. Provides information to teachers that can be used to help shape the
teaching.

54. FEEDBACK now Feed-forward
• Feedback is the most significant factor in student
progress
• For feedback to be effective students must be able to
apply the comments they receive to improve their
chances of success with the following assessment
• High level of feedback results in high quality student
outcomes and so expectations are achieved

55. Feedback
• Comparing students is not of importance
because our objectives/ criterion are written
in terms of individual mastery of a course
• Forms of feedback- checklists/ rubrics/ codes/
regular conferencing

56. feedback
• How can we get students to read the feedback
and do something with it, react to it, respond
to it, use it as a feed-forward – something that
will make the next assignment better.
• We need to design ways of giving feedback
much faster, maybe emailing

57. ASSESSMENT INSTRUMENTS
Checklists Rating Scales Rubrics
• Tools used to measure performance on
assessments.

58. RUBRICS
Rubrics are a scoring scale consisting of
 a set of criteria that describe what expectations are
being assessed/evaluated and
 descriptions of levels of quality used to evaluate
students work or to guide students to desired
performance levels.

59. Rubrics
• Communicate expectations and aid instruction
• Indicates quality and quantity of student
learning
• Should be given with the assessment task
• allow students the ability to assess their own
work

60. Sample of a Maths Rubric
4 3 2 1
Demonstrates a
Demonstrates an Demonstrates a Demonstrates little
thorough
understanding of partial understanding understanding of the
understanding of the
the main concepts. of the main concepts. main concepts.
main concepts.
Very capably and Performs With some Uses and performs
independently selects algorithms assistance, performs simple algorithms
the most efficient accurately and is algorithms with some with some accuracy
algorithm and usually accurate. accuracy present. present. Assistance
solutions are accurate. is usually required.
Independently applies Applies the steps of Some effectiveness Often forgets the
the steps required with a problem and is is evident when steps in a problem,
a very high degree of usually accurate. following and some accuracy noted
accuracy. applying the steps of some of the time.
a problem.
Thorough analysis of Analysis of the Analyzes the problem Very little evidence of
the problem with problem is evident, with some success, analysis. Some
accurate solutions. considerable accuracy needs to educated guesses.
accuracy. improve. Accuracy is weak.

61. Assessment Instruments
List of http://course1.winona.edu/shatfield/air/rubrics.htm
A
s
http://academic.scranton.edu/department/assessment/k
som/s
e
s
http://flightline.highline.edu/socc/ToolsResources/Tools/
s
samplerubrics.htm
m
e
n
t
t
o
o
l
s
Written Papers http://www.fordham.edu/halsall/med/rubric.html

62. CHECKLIST
present Comment
Give encouragement X
Respect others √
Stays on task X
Uses quiet voice Was sick
Participates actively X
Stays in group √

63. Activity
Using examples of assessment strategies
differentiate between
• Traditional vs Alternative Assessment
• Paper & pencil vs performance Assessment
• Objective vs Subjective
• Process vs Product
• Authentic Assessment

64. Selecting Assessment Strategies
• Ensure that the strategy does mirror the objectives
• Are competencies and skills being adequately
measured?
• At the tertiary level we rely heavily on three main
assessment strategies – class presentations, essays
and examination. Recently group work has been
added to the list

65. Alternate Assessment
• Portfolios where a complexity of meaningful tasks
geared towards enhancing learning are included.
Please note that for portfolios assessment is the
secondary purpose
• Simulations;
• Work experience
• Projects – Product? Process? Or both product and
process
• Debates
• Displays

66. • Concern – external examiners – need to
validate grades and thus need proof of
assessment.
Answer
• design your assessment framework prior
to the course; videotape; and even invite
them to play a passive role while you
assess

67. Designing Assessments that
Capture Student Interest and
Promote Learning
• Using the Document Camera
• Discussion Board
• Weblogs
• Chatrooms
• Making movies/digital stories
• Podcasts

68. Consider all the factors prior to…
• Emailing of assignments- implications- who
will print; format etc
• Digital form of assignment – copy and paste
etc
• Availability of resources/ materials
• Guarding against plagiarism

69. Enhancing Reliability ..
• Frequency and duration of assignments
• More assessment tasks lead to increase in reliability
– greater consistency
• More and thus shorter assessment items – students
will get more guidance on their performance which
often leads to less anxiety HOWEVER In the real world
students will have to face problems that are
multifaceted and so the assessment would not be
accurately measuring their ability to solve such
problems
• Sometimes in a bid to ensuring reliability validity is
sacrificed
• Using more than one scorer increases reliability
• Defining marking scheme

70. Good Assessment Principles
• Use a range of assessment tasks to ensure balance of
coverage and depth
• Validity achieved when assessment items measure
the kind of knowledge desired – Relevance
• Emphasis of instruction is in tandem with the
emphasis of assessment - Balance
• Assessment tasks are pitched at the levels outlined in
the learning outcomes

71. Evaluation as a Tool for
Empowering our Students
• Ensure that all students have an equal
opportunity to achieve to the best of their
ability
– Consider the Learner - Test Anxiety; workload
– Assessment of, as and for Learning

72. Integrating Assessment
• Look at the assessment
• How do assessment pieces relate to other pieces
over the semester
• Are students being asked to do a similar piece of
work in another course – integration within
disciplines (departments) and with other disciplines
(departments)
• Look at the weightings
• Who will be marking – set your schedule
• What type of feedback will be given and when

73. Managing the measures
• Using excel

74. Online Assessment
• http://quizstar.4teachers.org
• http://quizstar.4teachers.org/instructor/class
_mgr_ov.jsp?
pl=cm&cl=cm_ov&qsts=1345707814404

75. Moving Forward…
• Constructive alignment cannot be achieved or
maintained f we are not actively engaged in
systematic and frequent reviews and modification of
course and programme offerings
• We need to ensure that we use a modest number of
extraordinarily important curricular aims
• We must be committed to analyzing and compiling
reports for each outcome / course

76. Conclusion
• Let’s stop marking
• Let’s move towards ensuring that there is a
seamless transition between assessment and
learning
• Ensure that assessment is a meaningfully
integrated into the learning process
• Let’s ensure that opportunities for meaningful
and timely feedback is intertwined with
instruction

77. Let’s Work Smarter not Harder
• I thank you

78. References
• Biggs, J. (1999). Teaching for Quality Learning at University,
(SRHE and Open University Press, Buckingham)
• Biggs, J. (2003). Aligning Teaching and Assessment to
Curriculum Objectives, (Imaginative Curriculum Project, LTSN
Generic Centre)
• Biggs, J and Tang C. (2007). Teaching for Quality Learning at
University, (McGraw-Hill and Open University Press,
Maidenhead)
• Sadler, D. (1989) Formative assessment and the design of
instructional systems Instructional Science 18, 119-144.

79. Aligning Intended Learning Outcomes, Teaching, and Assessment Tasks