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Aligning assessments to subject learning outcomes is about making sure students build the knowledge and skills they need to succeed.
Subject learning outcomes set out the key knowledge and skills our students need to master. They're developed through consultation and accreditation processes.
As academics, we need to make sure:
Subject learning outcomes include:
Each element is highlighted in the example below:
Be able to evaluate (action) digital media content (area of knowledge) from the perspective of consumers and producers (context).
Analysing your learning outcome is the first step in choosing your assessment method. To analyse a learning outcome:
The level of thinking is related to the verb in the learning outcome indicating what skill the student is expected to achieve. Look at Revised Blooms Taxonomy to get a sense of what each level might be expected to do in relation to your learning outcome.
It's also essential that the learning outcomes meet the level of learning required by the Australian Qualifications Framework (AQF). Examples of terminology usually associated with each level of taxonomy are listed below.
Review your subject's learning outcomes and assessment tasks and ask yourself:
For more information on reviewing assessment items, visit Assessment review.
Subject learning outcomes (SLOs) align with the Course Level Outcomes (CLOs) to support the achievement of these by the end of a course. Each subject plays a part in ensuring students meet the CLOs, and their assessment tasks are the evidence for this. SLOs are most often reviewed and adjusted as an outcome of a comprehensive course review.
Sometimes, however, SLOs need to be adjusted for currency, accreditation and clarity. There is a process to follow to ensure that any changes do not impact the mapping to CLOs, or to external accreditation requirements.
These are the steps required to do this: