There are a number tools you could use to map and design alignment between learning outcomes, assessment tasks and learning activities within a unit and across a course. Mapping alignment is part of the thorough review and programmatic approach to assessment (Monash login required) being undertaken at Monash.
Alignment between unit learning outcomes and course learning outcomes
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Mapping unit learning outcomes (ULO) to course learning outcomes (CLO) is a robust programmatic approach to curriculum alignment.
A simple table can be used to map the ULOs of all units within a course, as displayed in the example from Monash Malaysia (Figure 1). Using this method it is easy to identify which CLOs may be under- (or over-) represented in the overall course design. You would expect to see all CLOs represented across different units in the course.
Figure 1: Monash Malaysia mapping of unit learning outcomes (ULO) with course learning outcomes (CLO) (View larger image)
A visual tool, such as Miro, can be used to show the contextual alignment of ULOs as a sub-item of CLOs. In the example from MNHS (Figure 3), note that not all the CLOs are represented in this one unit. The next step for this example would be to show the alignment between ULOs and assessment tasks.
Figure 2: Course outcomes visually mapped to unit outcomes (View larger image)
Alignment between unit learning outcomes and assessment tasks
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A simple table can be used to check that all assessment tasks are associated with a learning outcome. Using this method it is easy to identify which ULOs may be under- (or over-) represented within the assessment design. In the example (Figure 4), note that not all not all learning outcomes are assessed in every task, but each assessment aligns with at least one of the learning outcomes.
| Learning Outcome | Assessment task 1 | Assessment task 2 | Assessment task 3 |
|---|---|---|---|
| 1. ... | ✔ | ✔ | |
| 2. ... | ✔ | ||
| 3. ... | ✔ | ||
| 4. ... | ✔ |
Figure 4: Simple table mapping ULO and assessment alignment within one unit.
A more detailed table can be used to check the assessment regime includes a range of scaffolded assessment strategies to collect evidence of learning outcome achievement throughout the semester. A mix of diagnostic, formative and/or summative tasks for each ULO allows students to build and demonstrate their knowledge in a variety of ways.
| Learning Outcome | Evidence of achievement | Summative assessment (assessment of learning) | Formative assessment and scaffolding (assessment as learning) | Diagnostic assessment (assessment for learning) |
|---|---|---|---|---|
| 1. Apply fundamental concepts in calculus | Correct application of X, Y, Z and choice of A and B to address problem set 1 | Week 5: Case study and application problem set in class | Weeks 1,2,3,4: Weekly tutorial tasks (no mark) on core concepts with explanatory answer videos online and extension/ reinforcement activities. Weekly ‘drop in’ sessions with tutors. Forum with threads dedicated to certain concepts - sharing problems and helping peers. | Week 1: Quiz on basic calculus using a Guttman chart to determine self-access learning |
Figure 5: Detailed table mapping ULO and multiple assessment strategies within one unit.
A visual approach can display multiple units side-by-side to inform a programmatic approach to assessment design. In the MNHS example (Figure 5) four units are mapped. For each unit, the ULOs are listed alongside the assessment tasks that are scheduled for a 12 week or 6 week timeline. The assessment regime should consider the number, mode, sequencing, weighting and timing of assessment tasks and feedback. Using this visual approach it is easy to review the assessment load across the semester.
Figure 6: MNHS mapping ULOs and assessment across two units in a programmatic approach to assessment design. (View larger image)
Alignment between assessment tasks, learning activities and materials
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Learning outcomes for each week (or module) of a unit should align with ULOs. A table can be used to check that assessment, learning activities and materials all align to help students achieve the ULOs. Figure 6 is a variation of previous figures, with a focus on mapping learning activities and materials.
| Learning Outcome | Assessment Task | Learning Activities | Learning Materials |
|---|---|---|---|
| 1. Apply fundamental concepts in calculus | Week 5: Case study and application problem set in class |
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Figure 7: Detailed table mapping ULO, assessment tasks, learning activities and materials.
A visual tool such as a flow chart can show connections and gaps in the design. The Figure 8 flow chart reveals a design gap, as the highlighted assessment task has not been scaffolded with aligned learning activities.
Figure 8: Flow chart mapping ULO, assessment tasks, learning activities and teaching approaches.