Alignment of assessment methods and learning objectives: Systemic influences

---

Author: Michael Bull

Flinders University

Achieving clearly articulated alignment between stated learning objectives and assessment methods is arguably a cornerstone in well-designed teaching and learning experiences. However, the degree to which such alignment is considered and built into topics in debatable.

Each faculty scholar at Flinders has conducted a project to examine alignment issues and practices in their own faculty. The Faculty of Social Sciences project has focused on the systemic and structural factors that enhance or impede good objectives-assessment alignment. This focus has developed from a belief that the quality of teaching-related structures will inform, guide and model effective teaching methods and support academic staff in implementing sound and transparent practices.

The project has involved consultation with key faculty staff involved in operationalising alignment, review of relevant policies and procedures, and audit of current alignment practices of staff. Early results suggest that policies could more clearly highlight the need for objectives-assessment alignment; forms and protocols could be revised to strengthen the process of alignment; increased intrafaculty cooperation among alignment stakeholders could take place; and academic development activities could assist staff through training, exemplars, best practice guidelines, and review processes.