تسجيل الدخول

تسجيل

Alignment

المؤلف:  Marilyn A Campbell & Denise Frost & Joanna Logan

المصدر:  Enhancing Teaching and Learning through Assessment

الجزء والصفحة:  P447-C37

2025-08-19

517

Alignment

To promote student learning the assessment was designed to be aligned, authentic and engaging. In addition, formative and summative assessments were used in ways which were intended to promote collaboration. In this unit, Biggs' (1996) "performances of understanding" were used to systematically align the teaching methods and the assessment. Given that the overall aim of the unit was for students to have a broad understanding of the various types of assessment techniques and strategies used in the educational context, Biggs' (1996) basic question about the performative notion of understanding was taken into account. He asked "What do students need to do in order to demonstrate particular levels of understanding?" (p. 353). As the major learning outcome was a desired paradigm shift from the view that assessing children was a test battery exercise to a hypotheses-driven process, the new assessment was designed to elicit evidence of the ability to generate and support hypotheses. The end product, the report, in turn, required students to provide evidence that their learning aligned with the objectives of the unit.