CTVSD2/Introduction/What

The process of thinking about designing teaching or training to best deliver the learning outcomes (LOs) or meet the educational outcomes stated in the qualification and then designing the assessment to test whether those outcomes have been successfully met is called constructive alignment[1]. The ‘constructive’ aspect refers to what the learner does, which is to construct their own meaning through relevant learning activities. The ‘alignment’ aspect refers to what the educator or trainer does, which is to set up a learning environment that supports the learning activities appropriate to achieving the desired learning outcomes. The key is that the components in the system - the learning outcomes, the teaching and learning experiences and the assessment tasks are all coherent and aligned. Let's look at the three elements and what is needed for them to be coherent and aligned.

Learning outcomes need to clearly inform the learners what they will be expected to know and do by the end of the course or training.

Teaching and learning activities should be designed to support the achievement of the learning outcomes.

Assessment tasks should be designed to enable learners to demonstrate achievement of the learning outcomes.

In accordance with the concept of constructive alignment, assessments need to be designed to measure or provide evidence of achievement of the learning outcomes or competencies. Formative assessment that combines learning with assessment helps with this alignment and helps signpost the most important elements for the learner to know or be able to do. Knowledge, skills, behaviours and attitudes that are defined as competencies or learning outcomes to be achieved need to be developed through formative assessment and assured through summative assessment.

Outcomes and assessment in relation to professional requirements When outcomes are linked to accreditation requirements, educators need to design assessment tasks that contribute to developing the required competencies. This usually goes beyond covering particular content and knowledge. It extends to engaging learners with the development of specific practices and skills. Professional requirements form a significant part of the design of assessments.

Sometimes these professional requirements are already stated at the programme or qualification level. In other instances they are not so it is important to work with the general outcome statements provided and define clear performance criteria and required evidence in order to design effective assessments. If the programme or qualification that you are working with does not include clear professional statements we strongly recommend you review and complete the OARAS - Statements (CTVSD1) course before you continue to design assessments. Consulting with colleagues and industry practitioners could help with interpreting the statements and developing clear professional requirements.

When designing assessments is also worth considering what other knowledge and skills your learners need to prepare for a profession. These might include dispositions and attitudes, as well as knowledge and skills not expressed in competencies. This gives the opportunity to think more generally about what it takes to be a successful person in that profession.