Labs Through the Lens of Constructive Alignment

Abstract

Having examination that is well aligned with assessment is beneficial for student learning. Lab exercises teach important practical skills, but they must be connected to an intended learning outcome. When they are not, students might be frustrated by final examinations that assess something that they have not prepared for. This study follows a case study methodology to assess the degree to which lab exercises are aligned with intended learning outcomes. Thematic analysis is used to find problems in the constructive alignment. The outcome of the analysis point to four problems: (1) Imprecise Intended Learning Outcomes (ILOs), (2) Vague Connection from Teaching and Learning Activities (TLAs) to ILOs, (3) Theory and Practice Misorder, and finally (4) Extraneous Skills Hurdle. Based on the analyzed data, the lab exercises are in general well aligned with the intended learning outcomes. However, if the intended learning outcomes themselves are poorly written or insufficient a well performed constructive alignment is of no help. Recommendations on how to solve the problems are discussed.