Aligning GPOs, Learning Outcomes, and Assessment Types

Strong alignment helps learners understand what is expected, supports fair assessment, and reduces issues during moderation. When GPOs, LOs, and assessments are aligned, learning becomes clearer, more meaningful, and easier to demonstrate. 

Key Principle: Verb Integrity 

Alignment starts with one key principle: A learning outcome is valid when the assessment shows clear evidence of the verb in action. 
 

If the learning outcome verb does not clearly sit under the GPO verb, the learning outcome is misaligned. 

This means: 

• GPOs, LOs, and assessments must all point in the same direction 
• The verbs used matter more than the format of the task 
• Assessment must allow learners to demonstrate what the LO asks them to do 

Alignment is not about ticking boxes. It is about ensuring learners are assessed on what they are actually expected to achieve. 

How Alignment Works 

Alignment is considered top‑down: 

1. Graduate Profile Outcomes 
   • Set the overall intent of the qualification 
   • Describe broad capability at graduate level 
2. Learning Outcomes 
   • Break the GPOs into achievable course‑level outcomes 
   • Use clear, observable verbs 
   • Match the level and intent of the GPOs 
3. Assessment Types 
   • Provide valid evidence that learners have met the LOs 
   • Must be appropriate for the verbs used in the LOs 

Ask yourself: “Can a learner realistically show achievement of this LO through this assessment?” 

Aligning Learning Outcomes and Assessment Types 

Assessment types are suited to various kinds of learning. The table below shows typical and common alignments between assessment types, learning outcome verbs, and the kinds of graduate outcomes they often support. 

This table is intended as a guide, not a checklist. Professional judgement is always required. 

Alignment Guide 

Assessment Type	Suitable LO Verbs	Typical GPO Verbs These LOs May Derive From
1. Assignments  “Analyse a case study and justify your decision.”	Used where the outcome requires analysis, synthesis, evaluation, reflection or structured communication. Common LO verbs that can be validly assessed by assignments: Analyse Evaluate Synthesise Justify  Avoid low‑level verbs such as describe or identify unless the programme level is explicitly low.	Assignments are usually appropriate where GPOs include verbs such as: Analyse Evaluate Apply knowledge Demonstrate critical thinking
2. Examinations, Tests and Quizzes  “Explain key concepts in a short-answer test.”	Used where outcomes focus on knowledge breadth, conceptual understanding, and application under constraints. Appropriate LO verbs include: Explain Interpret Solve Demonstrate understanding  Exams do not validly assess: design, create, integrate complex practice, or professional judgement in authentic contexts.	Demonstrate knowledge Apply theory Analyse principles
3. Group / Collaborative Assessment  “Co-design a solution as a group and reflect on the process”	Used where outcomes explicitly require collaboration, teamwork or collective problem‑solving. Appropriate LO verbs include: Collaborate Contribute Negotiate Co-design   If the LO does not mention collaboration explicitly, group assessment is usually invalid.	Work with others Communicate effectively Apply interpersonal skills
4. Presentations and Exhibitions  “Present your solution and defend your choices”	Used where the outcome requires communication, justification, professional articulation or contextualisation. Appropriate LO verbs include: Present Communicate Defend Articulate	Communicate effectively Justify decisions Engage stakeholders
5. Projects  “Design and develop a product for a client brief”	Used where outcomes require integration, application, problem‑solving, and sustained practice. Appropriate LO verbs include: Design Develop Apply Integrate  Projects are not suitable for purely theoretical recall or isolated skills.	Apply learning Solve problems Design solutions
6. Research Projects  “Investigate a topic and present findings”	Used where outcomes require formal inquiry, methodological rigour and critical evaluation. Appropriate LO verbs include: Investigate Analyse Evaluate Synthesise	Conduct research Critically evaluate Generate knowledge
7. Work‑Based Assessment and Portfolios  “Demonstrate a skill in practice and reflect on performance”	Used where outcomes require demonstrated competence in authentic or simulated work contexts. Appropriate LO verbs include: Demonstrate Perform Apply Reflect Compile evidence of  Written explanation alone is insufficient — performance evidence is required.	Demonstrate competence Apply in practice Meet standards

Common Misalignment Problems 

Common cause of moderation feedback and programme approval concerns: 

• The LO verb is more complex than the assessment allows 
• The assessment measures something different from what the LO states 
• Group assessment is used when collaboration is not in the LO 
• Exams are used to assess complex professional or workplace practice 
• LOs are written first, without checking against GPO intent 

Using Professional Judgement 

Alignment should be considered holistically, across the whole course and programme. 

While there are strong relationships between outcome verbs and assessment types: 

• No assessment type is inherently valid or invalid 
• Validity depends on how well the assessment is designed 
• Context matters, including:  
• Discipline norms 
• Learner cohort 
• Mode of delivery 
• Professional or regulatory requirements 

For more:
GPO’s vs LO’s
Types of Assessments
Aligning GPOs, Learning Outcomes, and Assessment Types
Programme Design: Why Alignment Matters
Level Descriptors Guide