Instructors define the learning outcomes for a subject, devise the learning experiences and assess how well students have achieved the outcomes. Research provides significant information about how students learn including the importance of assessment based on what matters most according to standards and criteria that students understand, and the provision of prompt feedback on their performance. 'Constructive Alignment' is a model where the "performances of understanding" specified in the learning outcomes are used to systematically align the teaching and assessment methods [John Biggs. Higher Education 32:347-364(1996)]. The model was used with a flexibly delivered, WWW based, Plant Physiological Ecology subject. The subject home page design provided links to extensive information on learning outcomes, the nature of assessment and information resources (http://www.biology.ualberta.ca/courses.hp/bot431.hp/bot431hp.html). Students assembled evidence of their achievement of the learning outcomes into portfolios that were submitted for assessment according to Biggs' SOLO Taxonomy of students' written responses. Students also maintained personal learning journals and completed two take home examinations.

Student evaluations agreed that the format of the material aided learning, assisted in the development of independent learning and time management skills, and made good use of information technology. The 'WebTeach' Chat Room and Notice Board were particularly popular. The SOLO Taxonomy was seen as a good model for assessing written work yet they appreciated the feedback more, overlooking the fact that feedback was based on the taxonomy. Web material on the course philosophy was only seen as significant in retrospect. Learning journals were seen as very helpful. Students found the perceived workload excessive and indicated a need for more frequent feedback and a set of traditional lecture notes.

My evaluation was that, despite my comments on the notice board and in feedback, students were submitting too much evidence in their portfolios. That might be reduced with more frequent early feedback. The 'Constructive Alignment' model worked well in conjunction with the SOLO Taxonomy. In future, more extensive use of the 'WebTeach' seminar facility may focus thinking about portfolio evidence but with no marks awarded for participating in seminar discussions, that facility was little used by students. A broader vision by students and myself on what could be included in a portfolio could be a positive change.