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Topic 1 Learning Objective 2: Evaluate the effectiveness of consistency assessment in measuring students' mastery of the expected learning results.
Introduction
Introduction
Assessing and evaluating students’ learning outcomes is an important part of education, as it helps to ensure that students are mastering the necessary skills and knowledge. To effectively achieve this, course assessments should be aligned with learning outcomes. Courses can be designed by gathering knowledge from external sources. Backward course design plays a vital role in designing courses that achieve learning outcome. This alignment can be achieved through curriculum mapping, which provide resources and support to faculty to help them meet the multiple and rigorous expectations of the institution and foster a generative teaching and learning culture and supportive community for faculty.
General Background Readings/Viewings
General Background Readings/Viewings
Aligning course assessments to learning outcomes is essential to educational development and teaching. Aligning assessments to learning outcomes is critical in improving student learning and providing meaningful feedback to students. Educators must understand their courses’ content and learning objectives to design assessments that can measure student performance effectively. Accordingly, assignments remain the accurate measure of learning in institutions.
Center for Innovative Teaching and Learning. Backward course design. Indiana University Bloomington.
Bowen, R. S. (2017). Understanding by Design. Vanderbilt University Center for Teaching.
Stapleton-Corcoran, E (2023). Backward design. University of Illinois Chicago.
What is Backward Design?
What is Backward Design?
Backward design is an approach to course design that emphasizes identifying the course's learning objectives first. These learning objectives represent the knowledge and abilities instructors hope students will acquire by the end of the course. The next stage, following the establishment of learning objectives, is to consider assessment methods that align with these objectives. The backward design framework distinguishes itself from conventional course design methods by placing an emphasis on identifying the learning objectives and assessment methods before contemplating how to teach the content. Backward design is regarded as a more deliberate and purposeful approach to course design that promotes the alignment of learning objectives, assessment, and instruction.
(Bowen, 2017; Stapleton-Corcoran, 2023)
Benefits
Benefits
First, backward design emphasizes student learning and comprehension, the primary objective of any educational experience. It ensures that the intended learning outcomes are prioritized during the design process and that instruction and assessment are aligned with these outcomes. Second, retroactive design promotes deliberateness during the design process. It ensures that each assignment and piece of instruction contributes to the course's overarching aims and objectives. This results in transparent and explicit instruction, with instructors having a clearer understanding of what they want students to gain from learning activities. Finally, backward design facilitates accurate evaluation of student learning and comprehension. It capitalizes on what students will need to know and comprehend in order to progress during the design process and ensures that instruction and assessment are grounded in the learning outcomes. This results in more effective teaching and improved student learning outcomes.
(Bowen, 2017)
Process
Process
The first stage of backward design is to identify the desired outcomes. This involves identifying what students should know, comprehend, and be able to do by the end of the module or course. These learning outcomes should be specific, measurable, and consistent with the curriculum's overall objectives. Once identified, these outcomes serve as the basis for the remainder of the design process.
The second stage of backward design is to determine the acceptable evidence of learning. This entails determining the types of evaluations that will be used to measure student achievement of the learning outcomes. Exams, projects, and presentations are examples of assessments that should be aligned with the intended learning outcomes. Administrators can ensure that learning outcomes are accurately measured and that students have opportunities to demonstrate their knowledge and skills by selecting appropriate assessments.
The final step in the backward design process is to plan learning experiences and instruction that will enable students to achieve the desired learning outcomes. This involves selecting teaching strategies, materials, and resources that are aligned with the learning outcomes and assessments. Administrators should consider a variety of teaching strategies that engage students in the learning process and appeal to various learning styles.
(Bowen, 2017; Stapleton-Corcoran, 2023)
Critical Considerations for Senior Leaders
Critical Considerations for Senior Leaders
When aligning course assessments to outcomes through backward design, senior leadership or administrators of learning institutions should consider several key issues. Backward design involves starting with the desired learning outcomes and then designing assessments and instruction that support those outcomes. Therefore, assessments should be aligned with the goals of the course and the institution, and they should accurately measure student learning. Administrators must consider what assessments are needed to demonstrate that students have achieved the desired outcomes, how to develop those assessments, and how to use the results to improve instruction. Backward design can help ensure that assessments are meaningful and effective, promoting student learning and engagement.
Questions that Senior Leadership should Address
Questions that Senior Leadership should Address
What are the desired learning outcomes for the course, and how can assessments be designed to measure student achievement of those outcomes?
What types of assessments are most appropriate for measuring student learning in this course, and how can they be developed to ensure that they accurately measure student understanding of the course outcomes?
What criteria should be used to evaluate student performance on the assessments, and how can this information be used to improve teaching and learning?
How can the results of assessments be used to inform the development of future courses or the revision of existing courses?
How can technology be used to support the assessment process, and what resources are needed to implement effective assessments that align with the course outcomes?
Considering these questions enables leaders to ensure that their institutions are providing high-quality education that meets the needs of students.
Course Alignment Process for Administrators
Course Alignment Process for Administrators
Administrators use different approaches to ensure that their courses are aligned to the learning objectives and outcomes. Ideally, the following steps are often followed during this process:
1. Clearly define learning outcomes:
1. Clearly define learning outcomes:
The first step in ensuring course alignment is to clearly define learning outcomes for each course. This involves identifying the knowledge, skills, and attitudes that students are expected to gain from the course.
2. Align courses with program goals:
2. Align courses with program goals:
Once learning outcomes are defined, administrators should align courses with program goals. This involves ensuring that courses are designed to support the overall program objectives and help students achieve the desired learning outcomes.
3. Select a design approach:
3. Select a design approach:
Administrators should use a workable design approach when developing courses. This involves starting with the desired learning outcomes and then designing assessments and instructional activities that support those outcomes.
4. Develop a course mapping system:
4. Develop a course mapping system:
A course mapping system can be used to ensure that courses are aligned with program goals and with each other. This involves mapping each course's learning outcomes, instructional activities, and assessments to the program goals and other courses in the program.
5. Conduct regular assessments:
5. Conduct regular assessments:
Administrators should conduct regular assessments of courses to ensure that they are meeting the desired learning outcomes and are aligned with program goals. This can involve collecting and analyzing student work, conducting surveys of students and faculty, and using other assessment methods.
6. Engage faculty in the process:
6. Engage faculty in the process:
Finally, administrators should engage faculty in the curriculum and course approval process. This can involve providing training and support to faculty on course alignment and assessment, as well as soliciting feedback and input from faculty on program goals and course design.
Course Mapping
Course Mapping
Although all steps in the alignment process are pivotal, course mapping is a crucial area that administrators should focus on to ensure that their alignment results in optimal course development. Generally, course mapping involves the following sequence:
Role of Technology in the Course Alignment Process
Role of Technology in the Course Alignment Process
Technology plays a crucial role in course alignment and training for administrators. It enables curriculum and course management, training, professional development, learning management systems, analytics, and collaboration and communication. These instruments allow administrators to easily track progress, provide resources, assess learning outcomes, and facilitate communication and collaboration among faculty and students.
Preparation for Assignments/Assessments
Preparation for Assignments/Assessments
Overall, when aligning course assessments to learning outcomes, it is important to ensure that course assessments accurately reflect the learning goals and objectives. It can be achieved by first clearly defining the learning outcomes and then designing assessment tasks that measure these outcomes. Understanding the strengths and weaknesses of a particular assessment is key to the establishment of a curriculum. The assessment tasks should be tailored to the learning needs and objectives of the students and the course content and should be appropriate to the level of the course. Additionally, assessing a range of skills and abilities, such as critical thinking, problem-solving, and analysis, is important to ensure a holistic evaluation of student learning.
Assignments/Assessments
Assignments/Assessments
Discussion Questions:
1. What strategies can ensure that course assignments and assessments align with student learning outcomes?
2. How can faculty members use the research on teaching and learning to inform their course design?
3. What other ways can faculty and administrators support faculty success and student learning?
Reflection:
As an administrator how can you leverage backward design to align your course goals with program goals and outcomes? What are some of the anticipated challenges that you may face as an administrator when structuring curriculum processes through backward design? How can you surmount these impediments?
References
References
Center for Innovative Teaching and Learning (n.d). Backward course design. Indiana University Bloomington.
Bowen, R. S. (2017). Understanding by Design. Vanderbilt University Center for Teaching. Retrieved [04/09/2023] from https://cft.vanderbilt.edu/understanding-by-design/
Stapleton-Corcoran, E (2023). Backward design. University of Illinois Chicago. Retrieved [04/09/2023] from https://teaching.uic.edu/resources/teaching-guides/learning-principles-and-frameworks/backward-design/
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