Aligning learning objectives, assessments and activities
Using backwards design and constructive alignment to link course learning objectives, assessment tasks and learning and teaching activities in course design.
The last phase of the (re)development process is to ensure that the courses are designed to achieve the programme outcomes identified in the mapping process. In this phase, we advise you adopt a Backwards Design (Wiggins & McTighe, 2005), or Constructive Alignment (Biggs and Tang, 2011) approach to developing your course curriculum.
Things to consider
Both these approaches assert that when you begin your design process you should:
- Start by thinking about what (and how) you want your students to be able to know, think or do when they have completed a specific course, year-level, programme or major (these are your course learning objectives).
- Next, decide how you will judge they have met your learning objectives (assessment and assessment criteria).
- Finally, decide what learning and teaching activities will best help students develop the knowledge, skills and experience they need to achieve the learning objectives (learning and teaching activities).
Resources
There are many useful resources available online for finding out more about Backwards Design, Constructive Alignment, and other aspects of curriculum design.
Writing course learning objectives
How to write effective course learning objectives.
Critical and creative thinking
Creative thinking and critical thinking sometimes overlap. Teachers should consider these graduate attributes in programme and course design.
Critical thinking resources
Resources and literature that can help you incorporate critical thinking into your teaching or programme and course design.
Creative thinking resources
Some suggestions and resources for developing students' creative thinking within your courses.
Assessment
Designing assessment for the course.