Alignment of assessment tasks to learning outcomes and teaching strategies (i.e. constructive alignment) encourages students to adopt a deeper learning approach that, in turn, leads to more effective learning. A key aspect of constructive alignment is the use of ‘authentic’ and ‘fit for purpose’ assessments. That is, ‘real-life’ assessments that measure total performance. Fit-for-purpose (i.e. authentic) assessments are particularly important given that graduates of the UNSW Exercise Physiology degree must have attained relevant attributes and standards as outlined by Exercise & Sports Science Australia, the accrediting body of Exercise Physiologists. Moreover, by developing holistic abilities, graduates should be well placed to work in the industry when the same ‘real-life’ skills are required. Emphasis on fit-for-purpose assessments, therefore, is of obvious importance to enhance student learning and better prepare them for their careers as Exercise Physiologists.

In line with this, I have changed the weighting of several assessments in my courses to better align with learning outcomes. In particular, emphasis was shifted away from written assignments and written exams to clinical skills assessments and exercise programming tasks (individual and group). In conjunction with staff in the School of Psychology, I also contributed to the development of a fit-for-purpose communication skills viva for one of my courses which was created to align with the course learning outcomes and help develop students clinical communication skills. 

"...allowed me to look within and really analyse my interpersonal skills. They were skills I now apply to my every day interactions so I am thankful to this course" (HESC3511, 2019 course report)

"In terms of the exercise physiology course, this course replacing psyc 1B is better, much more relevant and specific for us". (HESC3511, 2019 course report)

"It's a shame to say this but this was literally the only course we have done so far that actually has fair weightings and fair exams believe it or not." (HESC3541, 2019 course report)

"The assessment tasks felt relevant to the content. I liked how there were a few assessments of similar weight and the final exam was not a high weight. This made me feel like I had many opportunities to correct past mistakes and get feedback." (HESC1511, 2020 course report)

"Felt like this course was very relevant to the skills and knowledge I will need to use as an AEP. Lectures, LABS and tutorials all linked together well and the assessment tasks were relatively enjoyable". (HESC1511, 2020 course report)