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Redesigning the Assessment of an Entrepreneurship Course in an Information Technology Degree Program: Embedding Assessment for Learning Practices

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Title: Redesigning the Assessment of an Entrepreneurship Course in an Information Technology Degree Program: Embedding Assessment for Learning Practices
Language: English
Authors: Pardede, E., Lyons, J.
Source: IEEE Transactions on Education. Nov 2012 55(4):566-572.
Availability: Institute of Electrical and Electronics Engineers, Inc. 445 Hoes Lane, Piscataway, NJ 08854. Tel: 732-981-0060; Web site: http://ieeexplore.ieee.org/xpl/RecentIssue.jsp?punumber=13
Peer Reviewed: Y
Page Count: 7
Publication Date: 2012
Document Type: Journal Articles
Reports - Descriptive
Education Level: Higher Education
Descriptors: Student Evaluation, Information Technology, Program Effectiveness, Foreign Countries, Entrepreneurship, Science Course Improvement Projects, Curriculum Design, Instructional Design, Change Strategies, Educational Change, Alignment (Education), Educational Strategies, Task Analysis
Geographic Terms: Australia
DOI: 10.1109/TE.2012.2199757
ISSN: 0018-9359
Abstract: Entrepreneurship is a novel course in the curriculum for students in the Information Technology (IT) degree program at La Trobe University, Bundoora, Australia. In comparison to other IT-related courses, the Entrepreneurship course seeks to develop business management knowledge and skills; its learning design is thus different to that of other courses in the IT program. The concept of constructive alignment for curriculum renewal suggests that there are several components of good course design. In this paper, we use the principles of constructive alignment to analyze and redesign several components of the Entrepreneurship course. The focus is on reviewing and aligning the assessment tasks to ensure an effective evaluation and the achievement of student learning outcomes. Since assessment drives student learning, we describe the innovative assessment tasks that were implemented to enhance student learning, provide the rationale for the design of these tasks as supported by the current literature, and reflect on possible future improvements. The course redesign process and the constructive alignment and innovative assessment can be applied to other courses in the field, and more broadly to curriculum, teaching, and learning in higher education. (Contains 6 figures.)
Abstractor: As Provided
Number of References: 28
Entry Date: 2013
Accession Number: EJ995712
Database: ERIC
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  Data: Institute of Electrical and Electronics Engineers, Inc. 445 Hoes Lane, Piscataway, NJ 08854. Tel: 732-981-0060; Web site: http://ieeexplore.ieee.org/xpl/RecentIssue.jsp?punumber=13
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  Data: Entrepreneurship is a novel course in the curriculum for students in the Information Technology (IT) degree program at La Trobe University, Bundoora, Australia. In comparison to other IT-related courses, the Entrepreneurship course seeks to develop business management knowledge and skills; its learning design is thus different to that of other courses in the IT program. The concept of constructive alignment for curriculum renewal suggests that there are several components of good course design. In this paper, we use the principles of constructive alignment to analyze and redesign several components of the Entrepreneurship course. The focus is on reviewing and aligning the assessment tasks to ensure an effective evaluation and the achievement of student learning outcomes. Since assessment drives student learning, we describe the innovative assessment tasks that were implemented to enhance student learning, provide the rationale for the design of these tasks as supported by the current literature, and reflect on possible future improvements. The course redesign process and the constructive alignment and innovative assessment can be applied to other courses in the field, and more broadly to curriculum, teaching, and learning in higher education. (Contains 6 figures.)
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