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

TechTrends volume 59, pages 22–31 (2015)Cite this article

Abstract

This research examined students’ selfreported 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.

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Authors and Affiliations

  1. George Mason University, Fairfax, VA, USA

    Nada Dabbagh

  2. Virginia Tech, Blacksburg, VA, USA

    Mary English

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  1. Nada Dabbagh
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  2. Mary English
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Correspondence to Nada Dabbagh.

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Dabbagh, N., English, M. Using Student Self-Ratings to Assess the Alignment of Instructional Design Competencies and Courses in a Graduate Program. TECHTRENDS TECH TRENDS 59, 22–31 (2015). https://doi.org/10.1007/s11528-015-0868-4

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  • DOI: https://doi.org/10.1007/s11528-015-0868-4

Keywords

  • competency-based learning
  • instructional design
  • program evaluation
  • higher education
  • training and development
  • portfolio assessment