1. Constructive Alignment Intended Learning Outcomes (ILOs)‏ expressed as verbs students have to enact expressed as verbs students have to enact A The very best understanding that could be The very best understanding that could be reasonably expected: verbs such as reasonably expected: verbs such as hypothesise, apply to “far” domains, hypothesise, apply to “far” domains, generate, create, critically review etc. generate, create, critically review etc. B Highly satisfactory understanding: verbs Highly satisfactory understanding: verbs such as explain, solve, analyse, evaluate, such as explain, solve, analyse, evaluate, justify etc. justify etc. C Quite satisfactory learning, with under- Quite satisfactory learning, with under- standing at a declarative level: verbs such standing at a declarative level: verbs such as describe, elaborate, classify etc. as describe, elaborate, classify etc. D Understanding at a level that would Understanding at a level that would warrant a Pass: low level verbs, also warrant a Pass: low level verbs, also inadequate but salvageable higher level inadequate but salvageable higher level attempts. attempts. Teaching / Learning Activities Activities Designed to Designed to elicit desired ILO elicit desired ILO verbs verbs May be: May be: Large class activities Small class activities Teacher-managedPeer-managedSelf-managedClassroom-based Outside classroom as best suits context Assessment Tasks Format such that the target verbs are elicited and deployed in context. Criteria clearly allow judgement as to the quality of the student'sperformance Biggs, J. & Tang, C. (3rd Ed) (2007). Teaching for Quality Learning at University. Maidenhead: Open University Press/McGraw Hill.

2. Constructive Alignment Intended Learning Outcomes (ILOs)‏ expressed as verbs students have to enact expressed as verbs students have to enact A The very best understanding that could be The very best understanding that could be reasonably expected: verbs such as reasonably expected: verbs such as hypothesise, apply to “far” domains, hypothesise, apply to “far” domains, generate, create, critically review etc. generate, create, critically review etc. B Highly satisfactory understanding: verbs Highly satisfactory understanding: verbs such as explain, solve, analyse, evaluate, such as explain, solve, analyse, evaluate, justify etc. justify etc. C Quite satisfactory learning, with under- Quite satisfactory learning, with under- standing at a declarative level: verbs such standing at a declarative level: verbs such as describe, elaborate, classify etc. as describe, elaborate, classify etc. D Understanding at a level that would Understanding at a level that would warrant a Pass: low level verbs, also warrant a Pass: low level verbs, also inadequate but salvageable higher level inadequate but salvageable higher level attempts. attempts. Biggs, J. & Tang, C. (3rd Ed) (2007). Teaching for Quality Learning at University. Maidenhead: Open University Press/McGraw Hill.

3. Constructive Alignment Intended Learning Outcomes (ILOs)‏ expressed as verbs students have to enact expressed as verbs students have to enact A The very best understanding that could be The very best understanding that could be reasonably expected: verbs such as reasonably expected: verbs such as hypothesise, apply to “far” domains, hypothesise, apply to “far” domains, generate, create, critically review etc. generate, create, critically review etc. B Highly satisfactory understanding: verbs Highly satisfactory understanding: verbs such as explain, solve, analyse, evaluate, such as explain, solve, analyse, evaluate, justify etc. justify etc. C Quite satisfactory learning, with under- Quite satisfactory learning, with under- standing at a declarative level: verbs such standing at a declarative level: verbs such as describe, elaborate, classify etc. as describe, elaborate, classify etc. D Understanding at a level that would Understanding at a level that would warrant a Pass: low level verbs, also warrant a Pass: low level verbs, also inadequate but salvageable higher level inadequate but salvageable higher level attempts. attempts. Assessment Tasks Format such that the target verbs are elicited and deployed in context. Criteria clearly allow judgement as to the quality of the student'sperformance Biggs, J. & Tang, C. (3rd Ed) (2007). Teaching for Quality Learning at University. Maidenhead: Open University Press/McGraw Hill.

4. Constructive Alignment Intended Learning Outcomes (ILOs)‏ expressed as verbs students have to enact expressed as verbs students have to enact A The very best understanding that could be The very best understanding that could be reasonably expected: verbs such as reasonably expected: verbs such as hypothesise, apply to “far” domains, hypothesise, apply to “far” domains, generate, create, critically review etc. generate, create, critically review etc. B Highly satisfactory understanding: verbs Highly satisfactory understanding: verbs such as explain, solve, analyse, evaluate, such as explain, solve, analyse, evaluate, justify etc. justify etc. C Quite satisfactory learning, with under- Quite satisfactory learning, with under- standing at a declarative level: verbs such standing at a declarative level: verbs such as describe, elaborate, classify etc. as describe, elaborate, classify etc. D Understanding at a level that would Understanding at a level that would warrant a Pass: low level verbs, also warrant a Pass: low level verbs, also inadequate but salvageable higher level inadequate but salvageable higher level attempts. attempts. Teaching / Learning Activities Activities Designed to Designed to elicit desired ILO elicit desired ILO verbs verbs May be: May be: Large class activities Small class activities Teacher-managedPeer-managedSelf-managedClassroom-based Outside classroom as best suits context Assessment Tasks Format such that the target verbs are elicited and deployed in context. Criteria clearly allow judgement as to the quality of the student'sperformance Biggs, J. & Tang, C. (3rd Ed) (2007). Teaching for Quality Learning at University. Maidenhead: Open University Press/McGraw Hill.