Tóm tắt nội dung

This thesis investigates the enhancement of course design methodologies through an examination of the application of Bloom's taxonomy in creating learning outcomes (LOs) and the analysis of alignment between assessment strategies and LOs. Focused on the domains of linguistics and English as a Medium of Instruction (EMI), the study scrutinizes 33 test specifications and syllabi from relevant courses. Employing rigorous data analysis techniques, the research uncovers prevalent patterns in LO formulation, revealing a tendency within the institution to incorporate numerous requisites within individual LOs. Furthermore, the analysis highlights both areas of alignment and instances of misalignment between assessment methodologies and LOs. By illuminating these strengths and weaknesses, this study contributes valuable insights for refining course design paradigms, fostering more coherent alignment between intended learning outcomes and assessment strategies, and ultimately enhancing the educational experience.