Before designing any Assessment Tasks, an important first step is to decide what performances would represent evidence that a particular learning outcome has been achieved.
For some learning outcomes, evidence will be obvious. For other outcomes, what constitutes valid and reliable evidence might be difficult to identify or even problematic.
A second step is to ensure that there is an alignment between the learning outcome and the evidence.
The key to achieving alignment mainly rests with the actions verbs that we choose which identify what it is a learner can do after successfully completing the Teaching and Learning Activity.