Initial alignment, course level alignment
Alignment is one of the most important aspects of course design. Ensuring that assessments, content, and objectives are in sync makes the development process more effective and efficient.
The course-level alignment process focuses on identifying the skills, concepts, and knowledge necessary to achieve the stated learning outcomes. It also considers the evidence needed to confirm that learners have acquired these skills, concepts, and knowledge – preferably with evidence observable in the vocation or industry with which the course is aligned.
A completed course course-level alignment contributes to:
- Summative Assessment Plan: The observable performance or evidence of acquisition should inform both the type and frequency of assessments.
- Course Map: With the summative assessment plan in place, the identified skills, concepts, and knowledge should determine the topics and placement of assessments.
Considerations
The information necessary to inform course-level alignment is typically found in the programme documentation or course description.
- Aim/Outcome Statement
- Learning Outcomes
- Indicative Content
Completing this alignment effectively will likely require significant engagement with a subject matter expert (SME). This ensures that the alignment not only adheres to the educational standards and objectives outlined in the documentation but also incorporates the depth of knowledge and practical expertise essential for accurate and relevant course content. Engaging an SME helps guarantee that the course aligns with industry standards and meets learning outcomes effectively.
A course usually has multiple learning outcomes that often overlap. It's likely that skills, concepts, and knowledge will be shared, and that observable performance or evidence of acquisition will combine multiple skills, concepts, and knowledge.
Example
| Learning Outcomes | Skills, Concepts, Knowledge | Evidence of Acquisition |
| LO1: Apply sandwich-making techniques |
|
Demonstration of techniques, including efficient use of tools and ingredients, showcasing adaptability and food safety. |
| LO2: Identify flavour combinations |
|
Experimentation and identification of flavour combinations, supported by nutritional balance and cultural understanding. |
| LO3: Arrange components for presentation |
|
Application of aesthetic and practical presentation techniques, focusing on layout, garnish, and style. |
Assessment overview: Sandwich showcase
Type: Practical, Summative
Weighting: 100% of final grade, with components evaluated on technique, flavour creativity, presentation, and documentation.
Components: Students prepare, present, and document three types of sandwiches, demonstrating practical skills, understanding of flavour combinations, and aesthetic presentation.