Constructively align assessment methods which include both formative and summative assessments with the intended learning outcomes coupled with the teaching and learning activities as it will provides the tools for self and peer assess. The direct transmission beliefs about teaching are the effective/good lecturers demonstrate the correct way to solve a problem from the scenario and question-based assessment. The instruction is built around problems with clear, correct answers, and around ideas which the students can grasp quickly but picturing the concept of the assessment. The students can learn the concept by depends on how much background knowledge they have; that is why teaching facts is so necessary and important. My constructivist beliefs about teaching are my role as a lecture is to facilitate students’ own inquiry. The students learn best by trying and finding the solutions to problems on their own. The students should be allowed to think of solutions to practical problems themselves before the lecturer can shows them how they are solved. Therefore, thinking and reasoning processes are more important than specific curriculum content. The formative assessment: Quiz on each part of each Chapter is needed as it will recap the Chapter before transfer to the next Chapter. The test is done on their critical thinking as the questions mapped to the Chapter accordingly. Assignment on their critical thinking based on application used nowadays. Lastly, the summative assessment is the Final Exam which consists of each part from each Chapter.