The gap between dispositions as learning goals and their assessment indicates misalignment among Integrated Course Design components¶

Claim · All claims
Evidence · 1 study · qualitative r3 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Many designers lacked appropriate assessment methods for dispositions, raising concerns about alignment between learning goals, teaching activities, and feedback and assessment. → Jafar Tavakoli 2025

Evidence¶

Jafar Tavakoli 2025¶

Jafar Tavakoli, Marisa Exter, Ankita Kotangale. (2025). Integrating dispositions in instructional design: an exploratory study in higher education. Instructional Science. https://doi.org/10.1007/s11251-025-09762-3

q2 · i? · qualitative · r3

Abstract-level summary of the interview findings framed by Fink's (2013) Integrated Course Design: the misalignment between recognized disposition goals and weak assessment suggests learners may be inadequately prepared to apply knowledge and skills in real-world contexts.

"While some identified effective teaching strategies, many lacked clear or appropriate methods to assess dispositions, raising concerns about the alignment between the components of Integrated Course Design."

Discussion¶

Related Claims¶

• Higher education instructional designers recognize dispositions as important learning goals in their course designs — related
• Educator- and institutional-level challenges include curricular misalignment, need for teacher mediation, unequal access, privacy concerns, academic integrity risks, and algorithmic bias — a broader claim this one bears on
• Teacher educators show shallow understanding of GenAI tools and gaps in aligning AI use with pedagogical goals — related
• Stakeholder and faculty buy-in, time constraints, and lack of measurable definitions are the main challenges to integrating and assessing dispositions — related