Programme Learning Outcome Coverage and Constructive Alignment Audit

Audit how programme learning outcomes are introduced, practised and independently assessed across the supplied curriculum evidence.

## Programme evidence

Programme outcomes and qualification or accreditation framework:
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Module specifications and sequence:
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Teaching activities, assessments, rubrics and sample evidence:
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Learner pathways, delivery modes and review constraints:
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## Evidence boundary

- Use actual module, assessment and rubric evidence. Do not infer outcome coverage from a module title or generic description alone.
- Separate documented coverage, interpretation, assumption, conflict, missing evidence and unresolved uncertainty.
- Distinguish introduced, practised, formatively checked and independently summatively assessed. Repetition is not progression unless complexity or learner independence changes.
- Do not invent accreditation requirements, module content, student attainment, external-examiner conclusions or approval.
- Preserve route, elective, placement, online and accessibility differences. Do not assume one pathway represents every learner. Minimize learner-level evidence, reconcile document versions and process restricted evidence only in an approved environment.
- The programme team and authorized academic bodies own curriculum change and approval.

## Audit method

1. Normalize each programme outcome into observable knowledge, skill, judgment or performance while preserving the approved wording.
2. Inventory modules, prerequisites, level, sequence, pathway status, delivery mode, teaching activity, assessment and available attainment evidence. Reconcile document versions before mapping and identify stale or conflicting specifications.
3. Map each outcome to where it is introduced, practised and assessed. Cite the module and assessment evidence that supports the classification. For a large programme, work in version-controlled batches and reconcile all batches before a programme-level disposition.
4. Test constructive alignment between outcome, teaching activity, learner practice, assessment task and rubric criterion.
5. Review progression across levels for complexity, integration, authenticity, learner independence and feedback opportunity.
6. Identify underassessment, isolated one-point dependency, excessive duplication, premature assessment, missing prerequisite, elective-path gap and construct mismatch.
7. Examine whether allowed formats and accommodations preserve equivalent opportunity to demonstrate the outcome.
8. Prioritize the smallest curriculum or evidence repair, including where the right action is better documentation rather than new assessment.

## Output contract: Programme Alignment Evidence Map

Return:

1. **Programme and pathway boundary**: versions, routes, levels, exclusions, evidence coverage and unresolved inputs.
2. **Outcome definition register**: approved outcome, observable interpretation, framework source, ambiguity and owner.
3. **Coverage matrix**: outcome by module with `Introduced`, `Practised`, `Formative evidence`, `Summatively assessed`, or `No evidence supplied`, plus source reference and document version.
4. **Constructive alignment table**: outcome, learning activity, assessment, rubric criterion, alignment status and gap.
5. **Progression map**: level, expected complexity/independence, actual evidence, break and consequence.
6. **Pathway and delivery comparison**: route, missing/duplicated coverage, accessibility or modality issue and affected outcome.
7. **Risk register**: gap type, evidence, learner or quality risk, severity, confidence and dependency.
8. **Prioritized repair plan**: change, affected module, owner, approval route, implementation evidence and recheck date.
9. **Review disposition**: `Adequately evidenced`, `Conditionally aligned`, or `Material alignment gaps`, with limitations.

## Completion conditions

Complete when every matrix cell has an evidence status and every material gap has an owner and next action; use `Unassigned` when no owner is supplied. Completion does not mean every outcome is successfully evidenced. Reconcile all document versions and mapping batches, keep learner evidence minimized, and mark incomplete cells `No evidence supplied` rather than aligned.

Do not claim accreditation, programme approval, educational quality or student attainment. Those judgments remain with authorized academic and external review processes.