Curriculum alignment: Exploring student perception of learning achievement measures

Rundle-Thiele, Sharyn & Kuhn, Kerri-Ann L. (2010) Curriculum alignment: Exploring student perception of learning achievement measures. International Journal of Teaching and Learning in Higher Education, 21(3), pp. 351-361.

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The importance of constructively aligned curriculum is well understood in higher education. Based on the principles of constructive alignment, this research considers whether student perception of learning achievement measures can be used to gain insights into how course activities and pedagogy are assisting or hindering students in accomplishing course learning goals. Students in a Marketing Principles course were asked to complete a voluntary survey rating their own progress on the intended learning goals for the course. Student perceptions of learning achievement were correlated with actual student learning, as measured by grade, suggesting that student perceptions of learning achievement measures are suitable for higher educators. Student perception of learning achievement measures provide an alternate means to understand whether students are learning what was intended, which is particularly useful for educators faced with large classes and associated restrictions on assessment. Further, these measures enable educators to simultaneously gather evidence to document the impact of teaching innovations on student learning. Further implications for faculty and future research are offered.

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ID Code: 39467
Item Type: Journal Article
Refereed: Yes
Keywords: cirriculum alignment, student perception, learning achievement measures, HERN
ISSN: 1812-9129
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > OTHER EDUCATION (139900) > Education not elsewhere classified (139999)
Divisions: Current > QUT Faculties and Divisions > QUT Business School
Current > Schools > School of Advertising, Marketing & Public Relations
Copyright Owner: Copyright 2010 The Authors.
Deposited On: 10 Jan 2011 03:13
Last Modified: 27 Oct 2014 04:59

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