Start with the learning outcome. Then choose an assessment that asks students to demonstrate that same level of learning.
When designing assignments, the particular level or cognitive category of learning targeted by the learning outcome is an important consideration. (Bloom’s Taxonomy).
Match the task, activity and requirements of an assignment to the cognitive category of learning.
| If students need to… | Good assessment choices |
|---|---|
| Remember facts, terms, definitions | Quiz, matching, fill-in-the-blank |
| Understand ideas or concepts | Explanation, summary, discussion |
| Apply knowledge | Problem set, case response, demonstration |
| Analyze information | Case analysis, comparison, data analysis |
| Evaluate alternatives | Critique, recommendation, debate |
| Create something new | Presentation, project, proposal, portfolio |
Quick Alignment Check
Before finalizing an assessment, ask:
- What does the learning outcome actually ask students to do?
- Does the assessment require students to demonstrate that skill?
- Is the assessment asking for a higher or lower cognitive level than the outcome?
- Do the grading criteria measure the same knowledge or skill described in the outcome?
EXAMPLE:
Not aligned:
Outcome: Students will analyze competing communication theories.
Assessment: Multiple-choice quiz asking students to identify definitions.
Better aligned:
Students compare two theories and use them to analyze a communication scenario.