• Aligning

 assessment  with  course  learning  outcomes  

• Creating a classroom assessment plan
 
 
 
Course  instructor:  Nguyen  Thi  Hong  Tham  (PhD)  
Email:  [email protected]  
Reading

Cheng  and  Fox  (2017)  Chapters  2+4  

1. Constructive alignment

(Biggs and Tangs 2011)  

 
Constructive alignment
(Biggs and Tangs 2011)  
Bloom’s  (revised)  taxonomy
SLOs and Constructive Alignment
Six  CogniKve  Process  Skills  
Levels     Verbs   InstrucKonal  Methods   Assessment    
Methods  
1.  Remembering   -­‐ Define   -­‐ Explicit  Teaching   -­‐ MCQs  
  -­‐ Describe   -­‐ Lecture   -­‐ Short  Answer  
Retrieve  relevant   -­‐ Iden2fy   -­‐ Didac2c  ques2ons   Test  
knowledge  from   -­‐ Label   -­‐ Demonstra2on   -­‐ WriUen  Test
long-­‐term   -­‐ List   Drill  and  Prac2ce     -­‐ PracKcal  Test  
memory   -­‐ Match   -­‐ Role  play     -­‐ Tutorials
  -­‐ Name   -­‐ Modeling   -­‐ Mix  and  match  
  -­‐ Outline   -­‐ Simula2on   -­‐ PresentaKon  
-­‐ Recall   -­‐ Puzzles   (e.g.  ReciKng,  
-­‐ Recognize   -­‐ Rub  out  and   summarizing)  
-­‐ Reproduce   remember      
-­‐ Select   -­‐ Mul2-­‐media  
-­‐ State   -­‐ Computer-­‐based  
-­‐ Locate   training

8
   Source:  Johnson  Ong  Chee  Bin  
SLOs and Constructive Alignment
Six  CogniKve  Process  Skills  
Levels   Verbs   InstrucKonal  Methods   Assessment    
Methods  
  -­‐  Illustrate     - Lecture     - MCQs    
2.  Understanding     -­‐ Compare   - Explicit  teaching     - Short  answer  
  - Role  play     test  
-­‐ Calculate  
Construct   - Discussion   - PresentaKon  
-­‐ Differen2ate   - Concept   - Performance  
meaning  from  
instrucKonal   -­‐    Explain     formula2on   - PracKcal  tests  
messages,   -­‐  Classify     (e.g.  mindmap,   - Essay  
including  oral,   tree  diagram)   - Paraphrasing  
-­‐  Generalise    
wriUen,  and   - Models   - Posters  
-­‐  Interpret   - Mul2-­‐media   - Tutorials  
graphic  
communicaKon   -­‐  Paraphrase   - Assignments  
  -­‐  Rewrite    
-­‐  Summarise    
-­‐ Translate  
9
Source:  Johnson  Ong  Chee  Bin  
SLOs and Constructive Alignment
Six Cognitive Process Skills
Levels Verbs Instructional Assessment
Methods Methods
− Implement​ − Demonstration − Projects
− Organize − Problem − Presentation
3. Applying − Dramatise solving − Posters
− Solve − Field trip − Practicum/
Carry out or − Construct − Experiment Field work
use a − Demonstrate − Show & tell − Work
procedure in − Mix & match assignment
− Discover
a given − Case studies
− Manipulate − Role play
situation
− Case study − Simulations
− Modify
− Operate − Projects
− Predict − Work
assignment
− Prepare
− Simulations
− Produce
− Relate Source:  Johnson  Ong  Chee  B10in  
SLOs and Constructive Alignment
Six Cognitive Process Skills
Levels Verbs Instructional Assessment
Methods Methods
− Analyse − Case study − Essay Writing
4. Analysing − Break down − ​Group Project​ − Poster​
− Compare − Work − Written Report​
− Select Assignment​ − Presentation
Break material​
− Laboratory
(knowledge) into − Contrast − Portfolios
experiment
its constituent − Deconstruct − Project​
parts and − Field Work​
− Distinguish − Performance
determine how − Problem Test
− Defend
the parts relate based-
− Differentiate − Research​
to one another learning
and to an overall − Rationalise − Case studies
− Debate​
structure or − Diagnose − Critique​
− Research​​
purpose − Simulation
− Concept
Source:  Johnson  Ong  Chee  Bin   formulation 11
SLOs and Constructive Alignment
Six Cognitive Process Skills
Levels Verbs Instructional Methods Assessment
Methods
− Rank − Problem based − Presentation
5. Evaluating − Assess learning​​ − Written test
− Monitor − Debate − Debate
Make judgments − Check − Experiment − Mocked court
based on criteria − Projects
− Test − Essay
and standards
− Judge − Practicum − Experiment
− Evaluate − Peer teaching − Project
− Estimate − Case studies − Performance
− Examine Test
− Case studies

12
Source:  Johnson  Ong  Chee  Bin  
SLOs and Constructive Alignment
Levels Verbs Instructional Assessment
Methods Methods
- Generate - Problem - Presentation
6. Creating - Plan Solving - Essay
- Compose​ - Case Studies - Journal
Put elements - Develop​ - Research - Report Writing
together to form - Create ​ Project - Prototype or
a coherent or - Invent ​ - Practicum Model
functional - Organize - Experiment - Performance
whole; - Construct - Field trip tasks
reorganise - Produce​ - Models - Composition
elements into a - Compile​ - Self-learning (play, songs,
new pattern or - Design​ poems, etc) ​
structure . - Devise - Research
- Innovate - Projects
- Synthesize - Assignments
- Modify - Posters
13
Source:  Johnson  Ong  Chee  Bin  
Course  learning  outcomes  
Example:  Aligning  assessment  with  learning  outcomes
Projects   1.  Discuss,  
2.  Demonstrate   3.  Use  an  
(Individual  and  group)   criKcally  analyse  
an  understanding   iteraKve,  
4.  Work   5.  Propose  
individually  and   prototype  and  
and  place  into   of  the  essenKal   creaKve   collaboraKvely   produce  an  
context  a  wide   nature,  ideas  and   process  to   with  peers  to   engaging  and  
range  of   language  of   develop   create  works  of   successful  
interacKve  work       interacKvity     interacKve   interacKve  art  or   interacKve  
projects     design   experience  

Project  1-­‐  Part  A   X   X   X  

Discovering  the  
principles  of  
interacKvity  
(Individual)  
Project  1-­‐  Part  B   X   X   X  
Discovering  the  
principles  of  
interacKvity  (Group)  
Project  2-­‐  Part  A   X   X  
Designing  an  
interacKve  prototype  
(Individual)  

Project  2  –  Part  B   X   X   X   X   X  
Designing  an  
interacKve  prototype  
(Group)  

https://teaching.unsw.edu.au/printpdf/531
 
 
2.  CreaKng  well-­‐wriUen  learning  
outcomes  
2.1  Three  Parts  of  a  Learning  Outcome  
(Knaack,  2015)    
 

1. AcKon  Word  (Performance)    

2. Learning  Statement  (Condi2on)    
3. Broad  Criterion/Criteria    
Examples  (Knaack,  2015)    
2.2  CreaMng  Well-­‐WriPen  Learning  Outcomes  
 
(Knaack,  2015)    

1. Start  with  an  acKon  verb  that  is  measurable  and  

observable  (Part  1).    
2. Follow  the  verb  with  a  statement  that  indicates  
the  descripKon  of  learning  to  be  demonstrated  
(Part  2).    
3. End  with  a  statement  to  give  the  learning  
outcome  context  and  to  iden2fy  criteria  for  an  
acceptable  performance.  Use  the  words  “by”  or  
“through”  that  will  help  with  sta2ng  how  the  
learning  outcome  will  be  assessed  (Part  3).    
4.  Be  specific  and  not  ambiguous.  The  following  verbs  
are  not  that  specific  and  do  not  result  in  observable  
demonstraKons  of  student  learning:    
 
• ︎ Awareness  of    
• ︎ Apprecia2on  for    
• ︎ Capable  of    
• ︎ Comprehend    
• ︎ Conscious  of    
• ︎ Familiar  with    
• ︎ Shows  interest  in    
• ︎ Knows    
• ︎ Has  knowledge  of    
• ︎ Learns    
• ︎ Likes    
• ︎ Memorizes    
• ︎ Understands    
 
5.  Create  a  balanced  set  of  learning  outcomes.  Too  
broad  a  learning  outcome  will  be  difficult  to  assess,  
while  an  extensive  list  of  detailed  learning  outcomes  
will  limit  flexibility  and  adaptability  of  the  curriculum.    
6.  Be  concise  and  clearly  state  the  intended  learning  
outcomes.  Make  it  friendly  for  students,  faculty  and  
others.    
7.  The  learning  outcomes  have  to  be  realisKc  (related  
to  the  real-­‐world)  and  aUainable  within  the  2me  period  
of  the  course  or  program.    
 
 
 
Aspects  of  the  learning  process
1. Knowledge  and  simple  understanding:  
declara2ve  (know  what)  and  procedural  (know  
how)    
2. Deep  understanding  and  reasoning    
3. Skill  (development,  proficiency)    
4. Product  (performance)    
5. Affect  (personal  development,  for  example,  self-­‐
efficacy,  self-­‐assessment,  goal  sefng)    
 
(Cheng  and  Fox  2017:38)  
 
AcMon  Verbs  Used  in  the  CreaMon  of  Learning  
Outcomes  (Knaack,  2015)    
 
Example:  Course  Learning  Outcomes  
ESL  111B  Integrated  Skills  II  (beginning – low level English)
Ager  successful  comple2on  of  this  course,  students  will  be  able  to:  
1.  GRAMMAR:  idenKfy  the  present  con2nuous,  simple  past,  future  going  to  and  
will,  and  present  perfect  tenses,  possession,  direct  and  indirect  objects,  linking  
verbs,  quan2fiers,  compara2ves,  superla2ves,  more  advanced  modals,  and  
condi2onals.  
2.  VOCABULARY:  match  simple  defini2ons  to  beginning-­‐low  level  vocabulary  words  
from  more  familiar  themes  (i.e.  na2onali2es,  occupa2ons,  heath,  sport,  
technology).  
3.  LISTENING:  recognize  main  ideas  and  details  from  beginning-­‐low  level  listening  
passages.  
4.  SPEAKING/PRONUNCIATION:  
-­‐  cite  beginning-­‐low  level  vocabulary  words  and  sounds  with  correct  intona2on,  
-­‐  construct  basic  yes/no  and  open-­‐ended  ques2ons,  and    
-­‐  state  appropriate  oral  responses  to  simple  and  complex  ques2ons.  
5.  READING/WRITING:    
-­‐ idenKfy  grammar  and  content  from  beginning-­‐low  level  reading  passages  and    
-­‐ construct  sentences  in  wri2ng  using  beginning-­‐low  level  grammar  and  
vocabulary.    
h@p://sites.csn.edu/il/interacEve/guidetoeslcourses.pdf
 
3.  Designing  assessment  for  a  course:  
Horizontal  and  verKcal  perspecKves  
 
(Cheng  and  Fox  2017:44-­‐46)  
The  horizontal  plan  
• begins  with  the  intended  learning  outcomes  and  
the  assessment  tasks  (e.g.,  quizzes,  reports,  
presentaEons,  porKolios,  projects,  group  
interacEons),  which  we  will  use  to  collect  evidence  
of  our  students’  learning.    
• Through  defined  learning  outcomes  and  backward  
design,  we  move  from  the  outcomes  of  the  course  
and  their  assessment  to  the  day-­‐by-­‐day  acKvity  in  
the  course.    
The  verMcal  plan  

• consists  of  the  day-­‐by-­‐day  ac2vity  in  a  course.    

 
• It  maps  assessment  tasks,  ac2vity,  events  and  
resources  in  2me  (and  over  2me)  on  to  the  
intended  learning  outcomes  of  a  course    
(Cheng  and  Fox  2017:  45)  
(Cheng  and  Fox  2017:  46)  
 
 
4.  CreaKng  a  classroom  assessment  plan  
What  is  an  assessment  plan?

• “An  assessment  plan  is  an  overall  guide  for  how  we  
will  assess  students’  achievement  of  the  learning  
goals  and  outcomes  relevant  to  instruc2on.”    
 
(Cheng  and  Fox  2017:  66)  
 
An  example  of  classroom  assessment  plan    
(Cheng  and  Fox  2017:  69-­‐71)
Group  por[olio  -­‐  Part  1
 
• Read  the  contents  of  the  assigned  textbook  used  in  a  
pre-­‐intermediate  General  English  course    
ØCourse  dura2on:  three  months/12  weeks.    
ØThree  sessions/week.  
Ø1.5  hours/session  
• Use  the  assigned  units  to  design  the  first  part  of  your  
group’s  porlolio,  including:      
1. The  course  learning  outcomes  and  assessment  tasks  
to  assess  these  learning  outcomes  
2. A  classroom  assessment  plan  for  this  course        

   
Aligning  assessment  with  course  learning  outcomes  

Course  learning  outcome Assessment  task

1.  Assessment   2.  Assessment   3.  Assessment  
task  1 task  2 task  3

1.  Course  learning  outcome  1  

2.  Course  learning  outcome  2  

3.  Course  learning  outcome  3  

4.  Course  learning  outcome  4  

5.  Course  learning  outcome  5  

 
Aligning  assessment  with  course  learning  outcomes:  An  example  
Course  learning  outcome   Assessment  task
Aher  successful  compleKon  of  this  course,  students  will  be  able  to:  
1.  Wri2ng   2.  role-­‐ 3.  Final  
porlolio   playing  tasks test
1.  GRAMMAR   1.  apply  certain  gramma2cal  structures  at  the  pre-­‐ X X X
intermediate  level  (e.g.  present  and  past  perfect,  
unreal  condi2onals,  adjec2ve  and  adverbial  clauses).  
2.  VOCABULARY   2.  define  pre-­‐intermediate  level  vocabulary  words   X X X
from  less  familiar  themes  (e.g.  banking,  conserva2on,  
art,  college,  space).  
3.  LISTENING   3.  recognize  main  ideas  and  details  from  pre-­‐ X X
intermediate  level  listening  passages.
4.  SPEAKING  +   4.1  cite  pre-­‐intermediate  level  content  and  func2on   X
PRONUNCIATION    
words  and  sounds  with  correct  intona2on  (e.g….).  
4.2  create  long  conversa2ons  appropriate  for  the  pre-­‐ X
intermediate  level  (e.g…..)
5.  READING  +   5.1  iden2fy  main  ideas  and  details  from  the  pre-­‐ X   X
WRITING    
intermediate  level  reading  passages.    
5.2  construct  pieces  of  wri2ng,  using  the  pre-­‐ X
intermediate  level  grammar  and  vocabulary  (e.g….)
6.  GENERIC   6.1  develop  teamwork  skills   X X
SKILLS
6.2  foster  problem-­‐solving  skills X X
A  classroom  assessment  plan
Assessment   WeighKng Format Course Component  and  Kme
task learning
outcomes
A  classroom  assessment  plan:  An  example  
Assessment   WeighKng Format Course Component  and  Kme
task learning
outcomes
1.  WriKng   30% Wripen Course   • 1  job  applicaKon  leUer:  10%    
poriolio   learning              (first  drag:  week  3,  peer  feedback:  week  4)
outcomes     • 1  narraKve  paragraph  of  a  past  event:  10%    
1+2+5+6          (first  drag:  week  5,  peer  feedback:  week  6)  
• 1  descripKve  paragraph  of  a  place  (10%)  
           (first  drag:  week  7,  peer  feedback:  week  8)  
 
2.  Role-­‐ 20% Oral Course   Two  role-­‐playing  tasks  (10%  each):    
playing  tasks learning   Each  pair  will  role-­‐play  a  conversa2on  for  5  minutes  
outcomes     (weeks  3,  6,  and  9,  three  or  four  pairs/week).
1+2+3  +4+6
3.  Final  test 50% Wripen Course   Time:  60  minutes  
learning   The  final  test  will  include  two  sec2ons:  
outcomes   • SecKon  1:  Listening  comprehension:  25%  (30    
1+2+3+5.1   minutes)    
• SecKon  2:  Reading  comprehension:  25%  (30  
minutes)  
There  will  be  mul2ple-­‐choice,  true/false,  matching,  
gap-­‐filling  items  and  short-­‐answer  ques2ons  in  
these  sec2ons.