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The best student learning outcomes are achieved
when the objectives, learning activities, and assessment, are all
mutually supportive. High level learning goals in which the students
are asked to analyse, investigate, and to solve complex problems,
require teaching/learning activities that enable and encourage the
students to perform at these levels. Assessment tasks must also
address the expected outcomes, so that students need to perform
at a high level to meet the requirements of the subject. To assess
on this basis, the same activity needs to be used for learning and
assessment (
Reeves & Okey, 1996). This achieves alignment of objectives,
task and assessment, which is instrumental in attaining deeper learning
outcomes (
Biggs, 1999). Assessment tasks become an integral part of the
learning process rather than a summative measure at the end of the
course (
Mason,1998).
Some guidelines on how you can use educational
technologies to support this:
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