Alignment of Pharmacotherapy Course Assessments With Course Objectives

Abstract

Objective. To determine whether instructor-prepared classroom examinations for pharmacotherapy courses were aligned with course goals and objectives. Design. Assessment items from examinations in 2 pharmacotherapy courses were evaluated. Four categories of alignment (depth of knowledge, categorical concurrence, range of knowledge, and balance of representation) were used to match course assessments with objectives. Assessment. While assessments met the criteria for acceptable alignment, there were areas for improvement. Goals and objectives were unevenly assessed, with 1 goal aligning with 45% of all assessment items. The assessments covered all content categories and the range of knowledge established by the objectives, but objectives under specific goals were not evenly assessed. Conclusion. This alignment study provided quantitative data useful for review and revision of pharmacotherapy course objectives and assessments and demonstrated the usefulness of alignment assessment as a tool for continuous quality improvement.Keywords: alignment, assessment, curriculum objectives, pharmacotherapy INTRODUCTIONEffective educational outcomes require the coordination of curriculum, instruction, and assessment. One measure of educational outcomes is alignment, or the matching of test content to subject area content. Alignment is defined as ''. . .the degree to which expectations and assessments are in agreement and serve in conjunction with one another to guide the system toward students learning what they are expected to know and do. '' 1 Using this definition, the ''expectations'' within a higher education course become the course goals and objectives; the corresponding assessments are the examinations.In an aligned system, all parts of the system work together to guide instruction and facilitate student learning. 2Learning expectations and classroom assessments cover the same content and assessments accurately measure the students' knowledge across the depth and breadth of the goals and objectives. An analysis of alignment provides evidence of assessment content validity, identifies needs for improvement, and contributes to instructional accountability.The University of New Mexico College of Pharmacy Curriculum Committee monitors the development and delivery of the curriculum as part of an ongoing commitment to continuous quality improvement. Course goals and objectives are mapped to the expected competencies and outcomes. Instruction is audited for content and delivery methods. Written classroom assessments undergo test-item analysis. However, no work has been conducted to determine whether the written classroom examinations are aligned with the course goals and objectives.There are 3 major approaches to determining whether expectations and assessments are aligned: sequential development, expert review, and document analyses.2-4 Sequential development is a structured method of alignment. In this logical but time-consuming method the learning expectations are developed first and then used to develop the curriculum. ...

Alignment of Learning Objectives and Assessments in Therapeutics Courses to Foster Higher-Order Thinking

“…Instructional objectives and assessments should be aligned and work seamlessly to promote high quality education and to support student learning. [1][2][3][4] We describe alignment as "the degree to which expectations and assessments are in agreement and serve in conjunction with one another to guide the system toward students learning what is expected." 5 Course objectives set the expectations for students.…”

“…[14][15][16][17] Strong alignment neither causes nor guarantees improved achievement; however, it can provide evidence of content validity and contribute to accountability. 1,18 According to Roach et al, "there is little clarity in terms of 'how much' alignment is adequate to facilitate learning and improved outcomes for students." 3 There is also lack of consistency in how alignment is measured, according to Webb et al 4 Choosing an alignment approach depends on the purpose for conducting the alignment and the feasibility of undertaking such a time-consuming task.…”

“…Results indicated that the level of alignment was acceptable, but that improvement was needed. 1 Alignment should be conducted for cognitive demand as well as content. 19 Many frameworks categorize various aspects of thinking into lower and higher levels.…”

Assessing the Alignment of Pharmacotherapeutics Course Outcomes With Topic Outcomes

“…Medical schools around the world [1][2][3] and Pharmacy schools 4,5 are increasingly focusing on attaining educational outcomes required for competent clinical practice. One measure of educational outcomes is the constructive alignment of the curriculum, which is commonly defined as alignment between the learning outcomes, teaching and learning activities, and assessment.…”

“…6,8,9 To promote and support high quality student learning, instructional outcomes and assessments must be aligned. [4][5][6]8,10,11 Choosing an alignment approach depends on the purpose for conducting the alignment and feasibility of undertaking the task. 4, 10 Biggs and Tang 6 recommend an ordered sequence of alignment, starting with the programme outcomes and ending with the course and topic outcomes.…”