What is Long-Term Learning

Globally, there has been a shift from teacher-centered learning to student-centered learning in higher education focused on competence-based curriculum necessitating alignment of student learning outcomes with learning activities and assessment. The aim of this chapter is to explore the practices being put in place, identify deficiencies, and highlight necessary changes. The constructive alignment has involved four major steps: defining student learning outcomes, selecting learning activities, assessing actual learning outcomes, and arriving at a grade/feedback. Two major forms of assessment include summative and formative assessment. Both have been identified to have deficiencies due to the lack of student involvement in the assessment process. In formative assessment, feedback has usually been dialogic, and students' capacity to generate productive internal feedback from multiple sources is lacking. The capacity to align student assessment with long-term learning has been deficient. Bloom's taxonomy and backward design have been useful in alignment of student learning outcomes with activities and assessment will be explored through the lessons learned and carried out as a result of participation in the summer Planning and Implementing Effective Teaching Strategies (PIETS) Faculty Learning Community (FLC) held at Florida A&M University in summer 2021.