1. Constructive alignment – the foundation for good assessment
Faculty of Health
and
TILT

2. Today’s presentation Creating a foundation for good assessment:
expectations of learning along the AQF continuum,
different forms of assessment for different purposes, and
the alignment of assessment to learning outcomes.

3. Assessment Policy
The objectives of the Assessment Policy are to ensure that assessment:
is designed to promote student learning;
measures student achievement against learning outcomes to produce grades that are valid, reliable and maintain academic standards;
is fair, transparent and equitable.

4. Higher Education Standards (HES) Framework
1.4 Learning Outcomes and Assessment:
1. The expected learning outcomes for each course of study are specified … .
3. Methods of assessment are consistent with the learning outcomes being assessed, are capable of confirming that all specified learning outcomes are achieved and that grades awarded reflect the level of student attainment.
4. On completion of a course of study, students have demonstrated the learning outcomes specified for the course of study, whether assessed at unit level, course level, or in combination.

5. Intended Learning Outcomes
Assessment
Learning Activities
Content & Exemplars

6. Components of ILOs active verb content / construct / focus
condition / context
clarity
the verb at the appropriate level of understanding or of performance intended;
the topic content the verb is meant to address (the object of the verb);
the context of the content discipline in which the verb is to be deployed.
Written with clarity, such that a student unfamiliar with the unit will be able to understand it.

7. ILOs - Examples
Outline the principles and practice of professionalism in medical practice.
Describe the organisation and function of the immune system and its relevance to disease
Explain the usage, efficacy and safety of complementary and alternative medicines in Australia.
Evaluate the needs of older persons to identify person-centred strategies that will improve quality of care and quality of life.
Apply pharmacy knowledge (pharmaceutical science and pharmacotherapeutics) to advanced presentations to identify drug-related problems and provide options for resolution.
Use medical records objectively and concisely for documentation of routine care
Provide effective and safe patient assessment and management for the cardiac patient with supervision

8. Course Learning Outcomes Graduate Qualities
AQF
Accreditation
TLOs
Professional Standards
etc
Intended Learning Outcomes
Assessment
Learning Activities
Content & Exemplars

9. Design AQF; Accreditation; TLOs; Professional Standards; Etc
Graduate Qualities
Course Learning Outcomes
Intended Learning Outcomes
Assessment
Learning Activities
Content & Exemplars

10. AQF

11. AQF Level 7 Bachelor Degree Purpose
Level 7
Bachelor Degree
Purpose
The Bachelor Degree qualifies individuals who apply a broad and coherent body of knowledge in a range of contexts to undertake professional work and as a pathway for further learning
Knowledge
Graduates of a Bachelor Degree will have a broad and coherent body of knowledge, with depth in the underlying principles and concepts in one or more disciplines as a basis for independent lifelong learning
Skills
Graduates of a Bachelor Degree will have:
cognitive skills to review critically, analyse, consolidate and synthesise knowledge
cognitive and technical skills to demonstrate a broad understanding of knowledge with depth in some areas
cognitive and creative skills to exercise critical thinking and judgement in identifying and solving problems with intellectual independence
communication skills to present a clear, coherent and independent exposition of knowledge and ideas
Application of knowledge and skills
Graduates of a Bachelor Degree will demonstrate the application of knowledge and skills:
with initiative and judgement in planning, problem solving and decision making in professional practice and/or scholarship
to adapt knowledge and skills in diverse contexts
with responsibility and accountability for own learning and professional practice and in collaboration with others within broad parameters
AQF Level 7

12. AQF AQF levels 5, 6 & 7 Level 5 Diploma Level 6 Associate Degree
Level 5
Diploma
Level 6
Associate Degree
Level 7
Bachelor Degree
Purpose
The Diploma qualifies individuals who apply integrated technical and theoretical concepts in a broad range of contexts to undertake advanced skilled or paraprofessional work and as a pathway for further learning
The Associate Degree qualifies individuals who apply underpinning technical and theoretical knowledge in a range of contexts to undertake paraprofessional work and as a pathway for further learning
The Bachelor Degree qualifies individuals who apply a broad and coherent body of knowledge in a range of contexts to undertake professional work and as a pathway for further learning
Knowledge
Graduates of a Diploma will have technical and theoretical knowledge and concepts, with depth in some areas within a field of work and learning
Graduates of an Associate Degree will have broad theoretical and technical knowledge with some depth in the underlying principles and concepts in one or more disciplines
Graduates of a Bachelor Degree will have a broad and coherent body of knowledge, with depth in the underlying principles and concepts in one or more disciplines as a basis for independent lifelong learning
Skills
Graduates of a Diploma will have:
cognitive and communication skills to identify, analyse, synthesise and act on information from a range of sources
cognitive, technical and communication skills to analyse, plan, design and evaluate approaches to unpredictable problems and/or management requirements
specialist technical and creative skills to express ideas and perspectives
communication skills to transfer knowledge and specialised skills to others and demonstrate understanding of knowledge
Graduates of an Associate Degree will have:
cognitive skills to identify, analyse and evaluate information and concepts from a range of sources
cognitive, technical and creative thinking skills to demonstrate a broad understanding of knowledge and ideas with some depth in a discipline
cognitive, communication and analytical skills to interpret and transmit responses to sometimes complex problems
communication skills to make a clear and coherent presentation of knowledge and ideas with some intellectual independence
Graduates of a Bachelor Degree will have:
cognitive skills to review critically, analyse, consolidate and synthesise knowledge
cognitive and technical skills to demonstrate a broad understanding of knowledge with depth in some areas
cognitive and creative skills to exercise critical thinking and judgement in identifying and solving problems with intellectual independence
communication skills to present a clear, coherent and independent exposition of knowledge and ideas
Application of knowledge and skills
Graduates of a Diploma will demonstrate the application of knowledge and skills:
with depth in some areas of specialisation, in known or changing contexts
to transfer and apply theoretical concepts and/or technical and/or creative skills in a range of situations
with personal responsibility and autonomy in performing complex technical operations with responsibility for own outputs in relation to broad parameters for quantity and quality
with initiative and judgement to organise the work of self and others and plan, coordinate and evaluate the work of teams within broad but generally well defined parameters
Graduates of an Associate Degree will demonstrate the application of knowledge and skills:
with initiative and judgement in planning, problem solving and decision making in paraprofessional practice
to adapt knowledge and skills in a range of contexts and/or for further studies in one or more disciplines
to adapt fundamental principles, concepts and techniques to known and unknown situations
with responsibility and accountability for own learning and work and in collaboration with others within broad parameters
Graduates of a Bachelor Degree will demonstrate the application of knowledge and skills:
with initiative and judgement in planning, problem solving and decision making in professional practice and/or scholarship
to adapt knowledge and skills in diverse contexts
with responsibility and accountability for own learning and professional practice and in collaboration with others within broad parameters
AQF
AQF levels 5, 6 & 7

13. Choosing assessment methods to suit the ILOs
Assessing …
Examples of assessment methods
knowledge and comprehension
Essays; Reflective journals/portfolios; Report; Critical incident analysis; Short answer questions; Concept mapping; Reflective case summary; Case based article; Videotaped consultation; Critical appraisal
critical thinking skills
Essay; Critical evaluation of the literature; Report Critique on an issue; Critical incident analysis; Reflective journal writing; Assessing Peer feedback; Seminar presentation
problem solving skills
Simulation Problem Based Learning (PBL); Report Poster; Clinical assessment; Simulated patient interviews; Essay Question; Viva voce; Observed long case
performance of procedures and demonstrating techniques
Mastery performance tests; OSCE; Video skill assessment; Web-based skills assessment; Assessment of competence in simulation; Ward rating; Case History exercises; Special clinical skills exam; Clinical tutor evaluation; Laboratory reports; Observed long case; Case presentation; Clinical tutor assessment; Case assessment
ability to reflect upon learning and integrate into professional practice
Reflective journals; Portfolio; Simulations; Critical incidents; Case; Study Project; PBL; Log diary; Clinical tutor evaluation; Clinical experience record; Videotaped consultation; Reflective case summary; Case presentation; Clinical tutor rating
Choosing assessment methods to suit the ILOs

14. Assessment Criteria
At the completion of this unit, you will be able to:
AT 1: Learning Outcomes Critique
AT 2: Learning Activity and Assessment Design
Design constructively aligned units where the intended knowledge, skills and understandings are clearly and appropriately communicated, taught, and assessed.
2. Propose ILOs in line with guidelines and policies, and principles and theories of teaching and learning
1. Description of a learning activity and an assessment task that are demonstrative of good practice
2. Explanation of how the learning activity and/or the assessment task ensures the unit is constructively aligned.
Use Higher Education theory, literature and practice to make and support arguments for teaching.
1. Use Biggs and Tang (2011) and UTAS guidelines and policies to analyse your colleagues’ ILOs
3. Justify your final ILOs
3. Use of evidence, including reflection on practice and literature, to justify your arguments
Present an argument for change, addressing both formal and informal structures, to improve teaching and learning in your professional context.
4. Explanation of how you could facilitate uptake of improved teaching and/or assessment practice.

15. Bloom’s Taxonomy Remembering (define, list, label)
Understanding (classify, compare, explain)
Applying (apply, select, transform)
Analysing (compare and contrast, discriminate)
Evaluating (argue, assess, critique)
Creating (construct, develop, design) Anderson & Krathwohl (2001)

16. SOLO = Structure of Observed Learning Outcome
misses point
identify
do simple
procedure
enumerate
describe
list
combine
do algorithms
compare
contrast
explain
analyse
relate
apply
theorise
generalise
hypothesise
reflect
Prestructural Unistructural Multistructural Relational Extended abstract
Quantitative phase
Qualitative phase