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This paper proposes an analysis of the relations between learning outcomes and the techniques used for their assessment. The aim is to define the type of assessment more suitable to verify each specific outcome, and to show how to bring this approach into curriculum design. A curriculum designed taking care of this issue should specify, besides the usual list of outcomes, or content/course table, an outcome/assessment matrix, which explicitly states how and where each outcome type is verified. In this way the learner becomes aware of which course provides each specific technical and non-technical content, and the way they are verified.