Align intended learning, actual activities and assessment.
Practitioner frameworkA thinking tool for design. Direct tests of its effect are limited.
Example
Editorial example: assess a completed estimate when estimation is the goal, rather than time spent watching a video.
Why it works
Biggs links intended outcomes with learner activities and assessment. More page views are different from acquiring a skill.
On the web
Choose one user outcome per intervention and align practice and assessment with it. Separate supporting clicks from final outcomes.
When it backfires
This is an instructional framework, not a CTA-effect study. Do not select outcomes merely because they are easy to count.
Sources
Proposes aligning learning activities and assessment with intended outcomes.
Biggs, J. (1996). Enhancing teaching through constructive alignment. Higher Education, 32, 347–364. Open source