Assessing Students’ Perceived Success in Attainment of Course Objectives in a Retail Merchandising Class

This study assesses student perceptions of the effectiveness of educational approaches and assessment techniques for an introductory retail merchandising course designed using the Biggs model (1999) of constructive alignment for curriculum development. Data were collected using an online survey that was developed to evaluate students’ attitudes toward educational approaches and assessment techniques and their perceived success in attainment of course objectives. Regression results showed those students’ attitudes toward assessment techniques and educational approaches were significant in predicting their perceived success in attaining course objectives.