How do you ensure alignment between learning objectives and assessments?
I would like to begin by stating that, in my experience, assessments frequently do not align with learning objectives. This issue stems from the need to establish clear, precise, segmented, scaffolded, and interrelated learning objectives. In other words, the misalignment between objectives and assessments arises primarily because the learning objectives are poorly constructed in the first place, thereby creating a challenging task for designers when attempting to create corresponding assessments.
For instance, if a learning objective is overly broad, it can lead to various failures in the assessment process. The assessment, then, may follow suit and also be too broad, which could yield the least detrimental outcome. In cases where both the objective and the assessment are overly broad, we are left with uncertainties about what the student has truly learned. This situation has presented itself in numerous instances. Learners (students or employees) may pass such assessments, yet due to the vague nature of the objective, they may not genuinely grasp the core elements of the subject matter, resulting in a false sense of achievement. While organizations may fulfill professional development requirements, this does not necessarily indicate that meaningful learning has occurred. It is possible that learning did happen, but the assessment fails to capture it adequately.
The crux of my argument is that learning objectives must be meticulously crafted. They should be specific, aligned with the criteria that define successful learning outcomes, and, importantly, must be able to be assessed. The significance of well-defined learning objectives cannot be understated; they represent a critical aspect of the educational framework. I have dedicated years to training educators on how to formulate more effective learning targets (referred to as targets rather than objectives, as there are various terminologies for learning objectives). When learning objectives are articulated correctly, they serve as a road map for developing assessments, and, if you’re the learner, acing the assessment. Assessments should not be perceived as unexpected challenges. They should not be utilized solely for grading purposes or as evidence of completion.
This leads to my subsequent point, specifically addressing the importance of assessments. To effectively align an assessment with a learning objective, it is essential to first ensure that our understanding of assessment is appropriately defined. An assessment should, as the terminology suggests, evaluate learning. This indicates that the purpose of the assessment (which should not be conflated with the purpose of the learning, the objectives) is to ascertain the extent to which the standards have been achieved, enabling us to identify how to adjust instruction, provide re-teaching when necessary, and assist learners in becoming proficient in the content or objectives at hand.
Additionally, the better assessments that address the learning objectives do not address things outside the scope, focusing instead on the core concepts and skills that are essential for student mastery. Good assessments don’t have extra fluff, don’t go on side tangents, nor do they present irrelevant information that could confuse learners. Instead, they are succinct, clear, and aligned perfectly with the desired outcomes, allowing students to demonstrate their knowledge and understanding effectively. Such assessments end up best supporting a more cohesive educational experience.
There’s so much more I want to say, but I am going to stop here. This should probably turn into a series of blogs instead of one blog, and I should offer specific examples as well as include steps to better align the objectives with how they are assessed. It’s an enormous topic, which proves the point that it’s easy to get wrong unless you’ve been trained by experienced practitioners. And I don’t mean me. There were specific people in my life that helped me on this topic in so many ways. Even when I was training others on this stuff, I was most often the person who was learning the most about the objectives-assessment couplet.
Jordan Tate 