Assessment criteria at the exam = intended learning outcomes

At ITU, the alignment between exams, intended learning outcomes and learning activities is fundamental (you can read more about constructive alignment here). It all starts with the intended learning outcomes. Students are assessed at the exam by an overall evaluation of the level at which they demonstrate to meet the intended learning outcomes. The intended learning outcomes (læringsmål) are stated in the course description in the course base.

Example of intended learning outcomes in a course description:
- Develop and describe a business case which maps the IT solution(s) you have proposed.
- Use relevant models to describe the advantages and disadvantages of the IT solution, as well as its effects on the organization.
- Apply theoretical concepts and approaches to critically reflect upon the organizational practices, the business case as well as the models and techniques used to create the business case.

For this reason, it is important that intended learning outcomes are stated in operational and measurable terms (following the SOLO taxonomy). The examination must assess all intended learning outcomes. Outcomes that are not described in the course base cannot be part of the exam criteria. The intended learning outcomes in the course base are legally binding. Remember to discuss the interpretation of the intended learning outcomes with both external examiner and students before the exam.

Constructive alignment
The chosen exam form must be aligned with the type of intended learning outcomes. Some outcomes are better assessed in written form, others orally or both. The chosen form must give the students a fair chance to demonstrate their best capability in relation to the described outcomes.

The learning activities on the course must give the students possiblity to carry out just those actions that are stated in the outcomes. Futhermore the exam form must be trained.

Example: If analytical competences are the main object of the course then the chosen assessment form should include analytical tasks
Example: If the exam is oral then there must be oral student presentations and discussions during the course.

Read what students are told about how to use intended learning outcomes as exam preparation (study guide).
Read about grading