QUT ePrints

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.

View at publisher

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.

Impact and interest:

Citation countsare sourced monthly from Scopus and Web of Science® citation databases.

These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.

Citations counts from the Google Scholar™ indexing service can be viewed at the linked Google Scholar™ search.

Full-text downloads:

199 since deposited on 10 Jan 2011
49 in the past twelve months

Full-text downloadsdisplays the total number of times this work’s files (e.g., a PDF) have been downloaded from QUT ePrints as well as the number of downloads in the previous 365 days. The count includes downloads for all files if a work has more than one.

ID Code: 39467
Item Type: Journal Article
Keywords: cirriculum alignment, student perception, learning achievement measures
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 13:13
Last Modified: 28 Mar 2012 15:47

Export: EndNote | Dublin Core | BibTeX

Repository Staff Only: item control page