Alignment of curriculum, teaching and assessment
المؤلف:
Rob Cowdroy & Anthony Williams
المصدر:
Enhancing Teaching and Learning through Assessment
الجزء والصفحة:
P96-C9
2025-06-15
582
Alignment of curriculum, teaching and assessment
The question that remains is: which combination of teaching and assessment protocols is the most effective in achieving the four agenda items, i.e., relevance of content, graduate quality, economy of teaching costs, and student satisfaction? From discussion above, the effectiveness of both teaching protocols and assessment protocols is determined by their respective ability to meet the learning outcome objectives, that is, "effectiveness" requires alignment of both assessment and teaching protocols with detailed learning outcome objectives in the curriculum, in terms of the complex task objectives discussed above.
Previous discussion shows that the learning outcome objectives include a range of task ability outcomes (lower-level, mid-level and higher-level) which include their respective essential facilitative thinking and thinking-behavior components. Previous discussion also indicates a range of teaching protocols (didactic, heuristic, R&D), and a range of assessment protocols (analogue, hermeneutic, Authenticative).
To summarize, as indicated in Figure 1:
• if conventional analogue assessment methods are aligned with lower-level learning methods for those components of a program intended to achieve lower-level task abilities,
• and if holistic/hermeneutic assessment protocols are aligned with mid-level teaching methods for those components of a program intended to achieve mid-level task ability,
• and if Authenticative assessment protocols are aligned with higher-level teaching methods for those components of a program intended to achieve higher-level task-ability,
• then, the most effective combinations of teaching and assessment are achieved.
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