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The theory of Constructive Alignment (CA) describes how accordance between learning activities, learning outcomes and assessment influence students’ learning. The aim of this study was to evaluate the agreement between learning outcomes, learning activities and assessment in a Philosophy of Science and a Research Method course in a Master Program in Health Sciences. Data were collected by two focus group interviews with respectively four and five students who had attended the courses, and analyzed by a qualitative content analysis. The students’ previous knowledge has great importance for the accordance between learning outcomes, learning activities and assessment. Lack of previous knowledge, especially in quantitative methods caused an imbalance between students’ needs and the learning activities, while sufficient previous knowledge in philosophy of science made the learning activities meaningful. Home examination in research method was experienced as a positive continuation of the learning process, while school examination in philosophy of science was experienced as less meaningful as the lessons focused on dialogue and reflection. Adjusting the taxonomy of learning outcomes, offering introduction courses in research method, and changing the type of assessment could increase the level of agreement.

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