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Alignment of Course Objectives and Assessment Items: A Case Study

Kenneth Lightfoot (Thomas Edison State College, USA) and David Schwager (Thomas Edison State College, USA)
Copyright: © 2010 |Pages: 109
EISBN13: 9781616921996|DOI: 10.4018/978-1-60566-870-3.ch007
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Abstract

This case study examines how achieving close alignment between course objectives and course assessments should be an essential goal in the course design/revision process regardless of what mode of delivery is involved. By examining the revision of two courses (Western Civilization I & II) offered at Thomas Edison State College, the authors demonstrate how the application of sound instructional design principles to achieve this alignment resulted in the measurable improvement of student learning outcomes. The major issue examined in this study is how to achieve a close correlation between what a course states that a student should be able to do after successful completion, what practice it offers them to achieve this proficiency, and how they are assessed to determine what level of proficiency they have attained.
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