Today's learners want to feel like the time and money they spend on their education is being spent wisely. That's why instructors and instructional designers should make it possible for learners to complete the course requirements in an efficient manner. Nothing should seem superfluous. All instructional activities and assessments should align with one or more carefully articulated performance-based objectives.

Below is an alignment chart that lists the performance-based objectives of the Intro to Theatre production concept project. It also includes potential assessments to measure progress towards achieving those objectives, as well as multiple Absorb, Do, and Connect Activities to enable that achievement. The enabling (secondary) objectives and accompanying assessments generally focus on lower levels of Bloom's Taxonomy than their terminal (primary) objectives do, which reflects a progression from lower order to higher order thinking skills.