Abstract
Drawing on Bloom’s revised taxonomy and Biggs’ Constructive Alignment Theory, this qualitative study uses document analysis to yield insights into the quality of an undergraduate core academic writing (1) course offered by the English Language Department at the University of Tripoli. The document specification was closely examined using a developed checklist to explore higher order thinking development through the observable action verbs that appear in the course general learning aims and the intended learning outcomes represented in the four domains: knowledge and understanding, intellectual skills, scientific and transferable skills and general skills. Then, intended learning outcomes (ILOs), teaching and learning activities (TLAs), and assessments were examined regarding their connection to the targeted learning goals. The findings reveal that the presence of higher order skills in the course document, specifically in the intended learning outcomes, is not enough as these skills must be supported with clearly defined learning activities and assessment tasks. Although several teaching methods were identified, the document doesn’t establish how those methods are used to develop the specific higher order processes identified in the outcomes. The course specification identifies two main summative examinations but provides no sufficiently clear description of the tasks or cognitive processes assessed. Thus, the analysis indicated partial documented alignment rather than fully demonstrable alignment. The study offers several implications on enhancing the alignment between intended learning outcomes (ILOs), teaching and learning activities (TLAs) and assessments tasks (ATs) to make course specifications more effective in achieving the intended goals and further promoting higher order thinking. The paper shows how document analysis can identify gaps in curriculum documentation and inform more clearly defined and sufficiently detailed course design.