Using Student Self-Ratings to Assess the Alignment of Instructional Design Competencies and Courses in a Graduate Program

Autor/inn/en	Dabbagh, Nada; English, Mary
Titel	Using Student Self-Ratings to Assess the Alignment of Instructional Design Competencies and Courses in a Graduate Program
Quelle	In: TechTrends: Linking Research and Practice to Improve Learning, 59 (2015) 4, S.22-31 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	8756-3894
DOI	10.1007/s11528-015-0868-4
Schlagwörter	Graduate Students; Graduate Study; Self Evaluation (Individuals); Instructional Design; Competency Based Education; Academic Standards; Portfolio Assessment; Portfolios (Background Materials); Program Evaluation; Competence; Academic Achievement; Alignment (Education); Student Educational Objectives + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Lesson concept; Lessonplan; Unterrichtsentwurf; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Portfoliobeurteilung; Programme evaluation; Programmevaluation; Kompetenz; Schulleistung
Abstract	This research examined students' self-reported proficiency in Instructional Design (ID) competencies using IBSTPI and AECT standards in order to assess the extent to which these standards are integrated in a university's graduate ID program. Data were collected from a convenience sample of 34 students who completed Advanced Instructional Design Portfolio, a one-credit capstone course designed to prompt students to reflect on their achievement of program goals and objectives. Students reported they were most proficient in the Design (83.14%) and Development (75%) standards as defined by AECT and the Professional Foundations (78.71%) and Design and Development (72.39%) competencies as defined by IBSTPI. Students reported they were least proficient in the Utilization standard (62.73%) as defined by AECT and the Implementation and Management competency (59.16%) as defined by IBSTPI. The results also revealed the program courses that were most frequently credited for facilitating students' achievement of ID standards and competencies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01