A critical analysis of a master course in gerontology

Abstract

The aim of this paper is to present an approach to critical appraisal of a Master course in gerontology, based on a three-folded analysis framework comprised of constructive alignment according to Biggs & Tang, the Structure of the Observed Learning Outcome (SOLO) Taxonomy and the Framework for Qualifications in the European Higher Education Area (EQF-HE). The analysis revealed several areas for improvement, for example that the course seemed somewhat overloaded with content, with potentially negative consequences for the depth of understanding. Moreover, there was close to perfect correspondence between the ordinance text and the learning outcomes stated in the syllabus for the Master program of which the course was a part, indicating that there might have been little student involvement in the course development. Recommendations based on the findings suggest needs for optimization regarding the alignment of program and course learning outcomes, teaching and learning activities, and examination. Students should be involved in the reformulation of the learning outcomes. This paper contributes to laying the ground for systematic revision and optimization of course curricula at Master’s level in gerontology.