This document discusses aligning course assessments with learning outcomes. It provides guidance on developing effective learning outcomes and assessments, including characteristics of good outcomes, the difference between formative and summative assessments, and types of authentic assessments. The document encourages faculty to review their assessments to ensure they measure desired learning and provide a skeletal course outline template to help align assessments with one identified course outcome.

1. Aligning Assessments to Course Outcomes G.I.F.T.S. Conference NHMCCD April 28, 2006

10. Institutional, Academic Program, and Course Outcomes Students will be able to speak and write effectively. Academic Program Outcome (Psychology) Students can speak and write effectively in the discourse of psychology. Course Outcome (Psychological Measurement) Students can prepare a written summary and interpretation of standardized test results. Institutional Outcome

15. Teacher-Centered Learner-Centered Desired learning is assessed directly through papers, projects, performances, portfolios, etc. Desired learning is assessed indirectly through the use of objectively scored tests. Emphasis is on generating better questions and learning from errors. Emphasis is on right answers. Assessment is used to promote and diagnose learning. Assessing is used to monitor learning.