What primarily serves as a target for evaluating course effectiveness?

Instructional goals primarily serve as a target for evaluating course effectiveness because they outline the specific objectives and desired learning outcomes that a course aims to achieve. These goals set clear expectations for what students should know or be able to do by the end of the course, providing a framework against which both teaching practices and learning results can be assessed.

When evaluating a course, educators can measure actual student performance against these goals to determine the effectiveness of the instruction. If students meet or exceed the instructional goals, it indicates successful teaching, while failure to meet these goals can highlight areas needing improvement or adjustment in course content or teaching strategies.

Other options, while valuable in different aspects of the educational process, do not serve as the primary targets for evaluating course effectiveness in the same way. For example, assessment rubrics provide criteria for grading and feedback but do not inherently define the overall course objectives. Curriculum guides offer a broader outline of what should be taught but do not focus specifically on the evaluation of student learning in relation to those goals. Student feedback is crucial for understanding learner experiences but reflects opinions rather than directly aligning with the educational outcomes set forth by instructional goals.