Analysis of constructive alignment according to the SOLO taxonomy in an undergraduate automatic control course

Abstract

An undergraduate basic course in automatic control is evaluated with respect to constructive alignment using the SOLO taxonomy. This is done by classifying problems in course exercises, labs and exams as well as studying exam results with respect to levels of the taxonomy. The results suggest that the course is fairly well aligned. However, the amount of exam questions on the relational level was found to have some undesirable variation.