Alignment of Assessment Tasks with the Intended Learning Outcomes in “EPP” and “EMS” courses of ELESP UNJ: A Content Analysis

This study aims at investigating the extent to which assessment tasks (ATs) and intended learning outcomes (ILOs) in Phonetics & Phonology (EPP) English Morphology Syntax (EMS) courses of ELESP are well aligned, how their alignment with knowledge (KD) cognitive process dimension (CPD) is. Deductive qualitative content analysis techniques were implemented on RPS document tools. It was found that 83% ATs EPP course well-aligned ILOs. They support students’ ability Remember (8,82%), Understand (20,59%), Apply (41,18%) Conceptual (82,35%) Procedural (17,65%) knowledge, while Analyze Evaluate cover 2,94% 26,47% respectively. However, tested (25%) (75%) (95%), Metacognitive (5%) resulting a misaligned teaching exercise. In EMS course, three out six items (50%) partially only one AT (17%) is The ILOs (66,67%) (33,33%) Analysis covers 50%. (100%) misaligned.