Curriculum alignment: Exploring student perception of learning achievement measures

Abstract

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.