ABSTRACT
Curriculum alignment between the intended learning outcomes and assessment strategies is essential in the development of a student learning environment that can support students in developing the capabilities and attributes they will need in their professional lives. The advent of COVID-19 has resulted in a tsunami of change at every level within university organisation, with institutions having days or, at best, weeks, to prepare for totally online teaching and learning. This has required revisiting curriculum design to ensure that fully online learning can provide evidence of intended learning outcomes, a nontrivial task requiring very careful mapping of curriculum outcomes and chosen assessment strategies and tasks. Particular challenges include the exclusion of many conventional assessment tasks, for example, observation of, and engagement in, teaching practice; invigilated face-to-face examinations; and limited access to materials and resources to create teaching and learning materials. This chapter provides examples that demonstrate the thinking underpinning curriculum changes initiated by COVID-19. The discussion focuses on how the alignment of curriculum was achieved to ensure fairness of opportunities for students to demonstrate their competencies.
