Intended learning outcomes

A clear understanding of the intended learning outcomes of the subject in which the group work occurs is a useful starting point for determining criteria for assessment of the group work itself. Once these broader learning requirements are understood, a consideration of how the group tasks, and criteria for assessment of those tasks, fit into those broad requirements can then follow.

Source : James, R. McInnes, C. & Devlin, M. (2002)

We teachers might see the intended learning outcomes as the central pillar in an aligned teaching system, but our students see otherwise:

In preparing for the assessments, students will be learning the intended outcomes.

If the intended learning outcomes are written appropriately, the job of the assessment is to state how well they have been met, the 'how well' being expressed not in 'marks' but in a hierarchy of levels, such as letter grades from 'A' to 'D', or as high distinction through credit to conditional pass, or whatever system of grading is used.

Source: Biggs, J.B., & Tang, C. (2007).