V. Designing Effective Constructed Response Items
D. Aligning with Learning Objectives
Learning objectives outline what students should know or be able to do by the end of a course. Aligning assessments with these objectives is important to ensure that the questions accurately measure what was taught. It is crucial to match the depth and breadth of the learning objectives with the cognitive demand of the assessments to maintain the integrity of the educational process.
BASIC Information
Learning objectives delineate what students should know or be able to do by the end of a course or module. Aligning assessment items with these objectives ensures that the questions directly measure what was intended to be taught.
For PA students, mastering a wide range of topics, from basic anatomy to complex clinical procedures, is essential. Ensuring that assessment items align with the learning objectives guarantees that they are evaluated on the precise skills and knowledge deemed vital for their future roles.
INTERMEDIATE Information
Ensuring congruence between learning objectives and assessment tasks maintains the integrity of the educational process. If assessments measure topics not covered in the learning objectives, students may feel that they are being tested unfairly. Conversely, if assessments neglect areas specified in the objectives, essential learning may go unevaluated.
Explicitly State Learning Objectives: Before crafting assessments, articulate clear and detailed objectives.
Map Assessment Items to Objectives: For each assessment task, specify which learning objective it addresses.
Review for Completeness: Ensure every learning objective has corresponding assessment items.
Learning Objective: "Students should demonstrate the ability to diagnose common pediatric conditions based on presented symptoms."
Aligned Assessment Item: "A 6-year-old presents with a barking cough, stridor, and a low-grade fever. Based on these symptoms, provide a likely diagnosis and justify your reasoning."
ADVANCED Information
While alignment at a superficial level is straightforward, ensuring that assessments capture the depth and breadth of learning objectives is more intricate. It's not just about matching content; it's about matching cognitive demand.
For instance, if a learning objective requires students to "evaluate" something, the assessment should not merely ask them to "describe" it. The depth of cognitive engagement in the objective should mirror that of the assessment.
Medical knowledge and best practices are always evolving. As a result, learning objectives might be updated or refined over time. Continually revisiting the alignment between these objectives and assessments is essential to ensure that PA students are equipped with the most current and relevant knowledge.
Feedback Loop:
Post-assessment reviews can offer insights into areas where students consistently struggle. If many students fail to answer a question correctly, educators should check if the related learning objective was covered adequately during instruction. This creates a feedback loop, enhancing both teaching and assessment.
Learning Objective: "Appraise the potential interactions between commonly prescribed cardiovascular drugs."
Aligned Assessment Item: "A 65-year-old patient is currently prescribed warfarin for atrial fibrillation and has now been diagnosed with hypertension. Consider the potential drug options for hypertension and evaluate their safety and possible interactions with warfarin."