Backward Course Design is one of those hot topics that is quickly gaining popularity in higher education. Unlike other approaches that may start with choosing a topic of interest or selecting a textbook, Backward Course Design starts with identifying the desirable outcomes, both for the course and its individual components. A careful consideration of who the students are and the applicability of knowledge they are to gain in the course is also essential in the outcome design.
About learning outcomes
Learning outcomes, also known as learning objectives or goals, are defined by Webb et. al. as statements that describe “in specific terms what knowledge, skills, or attitudes learners should be able to demonstrate following instruction” (2013). Learning outcomes are certainly not a new concept, having gained popularity after 1962 publication by Robert Mager titled Preparing Instructional Objectives (Webb et. al., 2013). They are, however, getting some renewed interest as many higher education institutions are taking a good look at the assessment and outcome alignment within their courses and programs (FitzPatrick, 2015). Bloom’s Taxonomy (http://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/) is commonly used as a framework for setting course goals and objectives.
The outcomes are set, now what?
The next step is to decide how the outcomes will be assessed or, in other words, how the students will demonstrate what they have learned. An assessment is said to be “aligned” with an outcome if it accurately measures that outcome.
Assignments, activities, resources and supporting technology are decided upon in the last phase of the course design process and should be aligned with both the outcomes and the assessments.
Resources:
- Grant Wiggins – Understanding by Design (1 of 2)
https://www.youtube.com/watch?v=4isSHf3SBuQ - Grant Wiggins – Understanding by Design (2 of 2)
https://www.youtube.com/watch?v=vgNODvvsgxM - Elements of Backward Design.
http://www1.umn.edu/ohr/teachlearn/tutorials/design/course/backward/index.html - Backward Design: Putting the focus on student learning
http://ets.berkeley.edu/article/backward-design-putting-focus-student-learning - Align Assessments with Objectives
http://www.cmu.edu/teaching/assessment/howto/basics/objectives.html - Program-Based Review and Assessment. Tools and Techniques for Program Improvement. http://www.umass.edu/oapa/oapa/publications/online_handbooks/program_based.pdf
References:
FitzPatrick, B., Hawboldt, J., Doyle, D., & Genge, T. (2015). Alignment of Learning Objectives and Assessments in Therapeutics Courses to Foster Higher-Order Thinking. American Journal of Pharmaceutical Education, 79(1), 10. doi:10.5688/ajpe79110
Webb, E. M., Naeger, D. M., Fulton, T. B., Straus, C. M. (2013). Learning Objectives in Radiology Education. Academic Radiology, 20(3)