Abstract
Abstract In an outcomes-based education model, syllabi, learning activities and assessment tasks have to be aligned with the intended learning outcomes. This approach is known as Constructive Alignment. One of the major challenges in constructive alignment is the design of assessment tasks that are manageable, authentic, multi-dimensional, inclusive, equitable, valid and reliable. Trade-offs are inevitable; hence assessment tasks usually focus on particular aspects of the expected learning outcomes, while ignoring others. There is no such thing as the “silver bullet” assessment task. In this paper the use and format of assessments will be analysed and some ideas on how to design their effectiveness will be presented. The intention is to engage readers into reflecting on the effectiveness of the assessment methods they use, in particular: written exams.
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