Relationship between learning outcomes, competencies and formative and summative assessment of student learning in farm animals biosecurity courses

Constructive alignment (CA) that includes learning outcomes (LOs), competencies (COs), formative assessment (FA)
and summative assessment (SA) of student learning is very important for the successful teaching by educators and the
acquisition of student competencies.
The paper aims to analyze relationships between LOs, COs, FA and SA of student learning in farm animals biosecurity (FAB)
courses and their CA.
Material and Methods
The authors’ focus group analyzed 51 papers to identify issues related to the definition of LOs, COs, FA and SA related to
FAB courses, and tables were created, illustrating relationships between LOs, COs, FA and SA for FAB courses.
The FAB courses should equip students with the knowledge, skills, and attitudes to implement biosecurity in various farm
settings. Three core competency groups are identified: generic (instrumental, interpersonal, systemic), 21st-century skills, and
program-specific competencies. Students must develop a strong foundation in biosecurity principles, including risk analysis,
disease transmission, and prevention. This enables them to conduct risk assessments and implement biosecurity measures
effectively. Decision-making at strategic, tactical, and operational levels is essential for addressing evolving challenges.
Biosecurity expertise also requires sociocultural awareness, communication, and problem-solving skills.Assessment should
combine formative and summative approaches. Formative assessment provides feedback, while summative assessment
evaluates final competency achievement. Traditional exams test theoretical knowledge, while practical assessments—such
as risk analysis, case studies, and simulations—measure students’ ability to apply knowledge in real-world situations.
The LOs define expected knowledge, skills, and attitudes, while COs ensure students develop expertise in biosecurity
applications. Assessment methods verify the achievement of these COs. A competency-based approach should blend
foundational knowledge with experiential learning and rigorous assessment methods, ensuring students are well-prepared for theoretical and practical biosecurity challenges, including policy implementation, risk assessment, fieldwork, emergency response, and stakeholder communication.
Keywords: farm animal biosecurity, learning outcomes, competencies, assessment