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Education systems around the world have adopted standards-referencing in a move to provide meaningful information about students’ knowledge and skills on the completion of their secondary schooling. Standards-referencing systems report student achievement against predetermined descriptions of performance from which the learning outcomes of a syllabus are derived. However, the whole credibility of using a standards-referencing system is built upon teachers being able to determine the correct “image” of what students know and can do as they create internal school-based assessment tasks. If the wrong image is produced, then the validity of decisions regarding student performance is reduced and calls into question the credentialling process. As such, when teachers create assessments, they must ensure that there is alignment between the cognitive demands of the learning outcomes, assessment question, marking rubric(s), and performance band descriptors for the course as they operationa

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