Learning outcomes play a crucial role in defining the course content as well as the expectations on the students’ learning. However, to achieve the highest benefit of well-defined learning outcomes, these must be well aligned with learning and examination activities. This study examines this alignment from the perspective of the teacher through a triple case study assessing the testing of learning outcomes in written exams and complementary examination activities as well as a thematic analysis of interviews with the responsible teacher of each course within the framework of SOLO taxonomy. Our findings indicate that while the teachers have varying active knowledge of pedagogical theory, the learning outcomes align well with learning activities and examination. We interpret this such that research-based pedagogical frameworks are well embedded into the teaching system at the faculty level.
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