An Investigation of Constructive Alignment between Learning Outcomes and Assessment in English Department Modules

Before the 21st century education reform, most university teachers considered assessment quality to be based on studied material comprehensiveness. The current requirements of society and market have given rise a considerable change in dealing with assessing information at level from content memorisation using daily life do various tasks; for instance, solving problems, applying new situations, evaluating it. In Iraqi Kurdistan Region, such shift is rarely perceived as way preparing students present labour market, especially terms focusing course-syllabus learning outcomes (CSLO) final written examinations (FWE). This could due fact that examination questions region are not currently reviewed by assurance college or scientific committee department part quality. Thus, absence control, some instructors may design they prefer complain about differences difficulty questions. Through analysis, study investigates stated course syllabi, knowledge depth questions, alignment extent between FWE CSLO depth. Additionally, it studies instructors’ perceptions practices constructive via an interview, English Department, College Basic Education, Salahaddin University-Erbil academic year 2020-2021. Both quantitative qualitative methods been used data collection analysis this study. Among findings unaware module its summative questions; largely focus lower thinking skills, rather than higher skills revised Bloom’s cognitive taxonomy their To improve assessment, several recommendations finally put forward.