ABSTRACT This paper describes the process of constructive alignment of the content and assessment of a first year university course on Digital Culture. Previous iterations of the course assessed the students using only written assignments, which proved to be problematic. In 2019 the course team decided to revise the assessment tasks in order to align them more closely with the media that the students were studying. We describe our methodology for constructive alignment that begins with a close examination of the learning outcomes (LOs), considers the authentic activities that support these LOs and develops assessment tasks, which are authentic and valid. We also describe how group projects contributed to the course structure and how peer assessment was designed to provide formative feedback to the students.

中文翻译：

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媒体丰富的本科课程中的建设性调整和真实评估

摘要本文介绍了建设性内容的整合过程以及大学一年级数字文化课程的评估过程。该课程以前的迭代仅使用书面作业对学生进行了评估，事实证明这是有问题的。在2019年，课程团队决定修订评估任务，以使其与学生正在学习的媒体更加紧密地保持一致。我们将描述我们的结构调整方法，该方法从仔细检查学习结果（LO）开始，考虑支持这些LO的真实活动并制定评估任务，这些任务是真实有效的。我们还将描述小组项目如何对课程结构做出贡献，以及如何设计同peer评估以向学生提供形成性反馈。