Part A: Overview

1. The goal

The goal of this activity is to support development and review the 'constructive alignment' of courses or assessment items for courses.

2. The purpose

My main purpose is to ... delete the inappropriate option .. provide feedback on something I would like to improve, or evaluate something that I think is successfully aligned [Wiki editing instructions]

3. The context

The course/assignment task I am working on is .....add name, code, university, usual year level and enrolment numbers
Copy and paste a paragraph that describes your course (your uni calender could be helpful here)
Link to, or upload a copy of your current Course Information/ Unit outline (to upload a file, select the tree button in the toolbar - [Instructions for file upload]

4. The focus

The reason why I have chosen this course is ... provide some background as to why you have selected this course/assesment item for development/review and any areas that you would like to focus on, or be excluded.

Part B: Constructive alignment

Step 1: My course's intended learning outcomes (ILOs)

The aim of my course/assessment task is ... complete
The content or topics to be learned and the intended level of understanding/performance to be achieved are outlined in this table [See slides or Further information].

Content / topic
Intended level of understanding /performance




Therefore the intended learning outcomes are (go across the rows and write out the course ILOs in the table below by stating the content and the intended level of understanding/performance).

Course intended learning outcomes


Step 2: Designing teaching/learning activities to align to intended learning outcomes

Having designed course ILOs, I will now activate the verbs or learning activities embedded in the ILOs by designing suitable teaching/learning activities that facilitate students achieving the ILOs.

Typical ILO
Possible TLAs
Set reading, lecture, report on field trip, write essay
Tutorial, activities, write essay
Project, assignment
Project, case study
Solve problem
PBL, case study
Design, create
Project, poster
Experiment, project
Reflective diary
The point is not how I am going to teach but how and what I want my students to learn. NOTE! Many of these TLAs can be assessments tasks as well. Then the course will have excellent alignment. To demonstrate this alignment, for each ILO I have completed a table below:

ILO ... copy your ILO from above here
Teaching situation
Teaching activity
(what the teacher does)

Learning activity and/or assessment
(what the student does)

Comment on alignment

ILO ... copy your ILO from above here
Teaching situation
Teaching activity
(what the teacher does)

Learning activity and/or assessment
(what the student does)
Comment on alignment

ILO ... copy your ILO from above here
Teaching situation
Teaching activity
(what the teacher does)

Learning activity and/or assessment
(what the student does)
Comment on alignment

Step 3: Focus on designing aligned assessment tasks

Assessment tasks provide students the opportunity to demonstrate whether or not they have achieved the intended learning outcomes (ILOs) and what level of their performance is in those ILOs. Assessment tasks need to be appropriately selected to address the ILOs that I want to assess. As different assessment methods (tasks) address different ILOs, there needs to be several kinds of task. Assessment tasks also provide evidence to allow me as a teacher to make a judgement about the level of a student’s performance against the ILOs and to award a final grade.

I will now cross-check to ensure all Intended learning outcomes (ILOs) are being addressed and that there is balanced coverage of the ILOs; such that more important ILOs are given appropriate emphasis.

Assessment task 1
Assessment task 2
Assemment task 3
Course ILO 1
Replace this heading with your course's ILO
Provide a brief description of part of task that relates to ILO

Course ILO 2

Course ILO 3

Course ILO 4

Course ILO 5

When designing assessment tasks:

Select a practicable task that embodies the target Intended learning outcome verb and will allow you the make a judgement on how well the intended learning outcome has been met by the students' performance.
Ask yourself
  • Are the assessment tasks aligned to their appropriate ILOs?
  • Are the students required to engage in the verbs identified in the ILOs?
  • Are the assessment tasks practicable with respect to available time and resources?
  • Do the assessment tasks reflect the relative importance of the course ILOs?
  • Is the assessment workload realistic for me and my students?

Link to, or upload a detailed description of your assessment tasks (to upload a file, select the tree button in the toolbar -
[Instructions for file upload]

Step 4: Developing grading criteria

Assessment involves making judgement against criteria (rubrics). When intended learning outcomes reflect workplace or ‘real world’ standards it is not appropriate to state and assess them in terms of marks obtained but rather use grades.

Portfolio example:


The pieces of evidence are relevant and accurate, but are isolated, addressing only a few aspects of the course. Demonstration of understanding in a minimally acceptable way. Poor coverage, no originality, weak justification of portfolio items. Inappropriate self-evaluation.
The evidence is relevant, accurate and covers several aspects of the course. Little evidence of an overall view of the course. Demonstrates declarative understanding of a reasonable amount of content. Able to discuss content meaningfully. Good coverage but little application or integration. Fair justification of items. Attempted realistic self-evaluation
The evidence presents a good appreciation of the general thrust of the course. Good coverage with relevant and accurate support. A clear view of how various aspects of the course integrate to form a thrust or purpose. Good evidence of application of course content to practice. Portfolio items well justified. Realistic self evaluation.
As in “B” but with a higher degree of originality and evidence of internalisation into personalised model of practice. Good evidence of reflection on own performance based on theory. Generalises course content to new and unfamiliar real-life contexts.

Following this model, link to or upload a copy of the marking rubric for each assessment item.

Part C: Reflection

As I reflect on this experience in designing a constructively aligned curriculum ..... complete .