A Software Tool to Measure the Alignment of Assessment Instrument with a Set of Learning Objectives of a Course

Ramesh, Rekha; Sasikumar, M.; Iyer, Sridhar

doi:10.1109/icalt.2016.10

Cited by 3 publications

(1 citation statement)

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“…Ramesh, Sasikumar, and Iyer 37 developed a software tool to calculate data abstracted from a syllabus to display alignment between learning objectives and assessments. 37 The Quality Matters process uses trained peer reviewers to assess whether online and blended courses are constructed according to alignment principles. 38 To the authors' knowledge, the ELAI is the only tool that assesses alignment of 3 major course components using an efficient educator-completed questionnaire, provides semiquantitative analysis and summary reports with example correction strategies, and offers alignment-oriented graphical data.…”

Section: Discussionmentioning

confidence: 99%

Educator's Learning Alignment Instrument (ELAI):

Vining¹,

Millard²

2020

Journal of Chiropractic Education

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Objective: To report the development and initial testing of a questionnaire designed to assess the concept of learning alignment within chiropractic college courses. Methods: A 36-item questionnaire, Educator's Learning Alignment Instrument (ELAI), was created to evaluate how learning goals, course activities, and assessments align within a college course. Questionnaire development was informed by learning theories and tested using a 2-phased electronic survey mechanism among a chiropractic college faculty. Phase 1 included completing the ELAI for a currently implemented course. Phase 2 included questions about confidential reports generated from ELAI data. Results: Thirty-one of 46 (67%) respondents completed an ELAI. Twelve (38%) participated in phase 2. Twenty-one (68%) courses demonstrated consistent learning focus across goals, activities, and assessments. Aggregate data from early, middle, and late chiropractic program courses revealed progressive shifts toward higher-level learning. Eighty-seven percent of courses contained 1 or more individual learning areas with potentially misaligned goals, activities, or assessment. Ninety-seven percent of respondents completed ELAI questions within 20 minutes. Most (87%) phase 2 respondents noted the report accurately reflected the course. Sixty-seven percent of phase 2 respondents agreed that confidential reports provided useful information to inform course design. Conclusion: The ELAI is a nonburdensome instrument that can facilitate faculty reflection on how aligned learning concepts are applied in a course and provide novel data to assess general learning focus within college courses and within programs. Results indicate ELAI questions can be revised to improve clarity. Additional research comparing ELAI responses from experts, peer educators, and students is recommended.

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Section: Discussionmentioning

confidence: 99%