The foundation of sound course design is having alignment between objectives, instructional materials/activities, and assessment of student learning. When there isn’t alignment between the three corners of the triangle, problems are likely to occur in the class. For example, students don’t like it when there’s a discrepancy between how they are tested and what they do in class and in assignments (Temple University Disability Resources and Services).
Course materials should support the learning objectives that the assessments will measure no matter what assessments you use. Alignment benefits students, because it links how course materials relate to the assessments and objectives. Without alignment, students may feel lost, disordered, or irritated by their learning experience. Alignment benefits instructors, because it enables them to recognize when students aren’t meeting objectives and to identify trends in data that reveal course improvement opportunities (Postins 2013).
The diagram below illustrates the direct connections that should exist among the three main elements of your course: learning objectives, the instructional materials/activates featured in the course, and the assessments. Configured as the points of a triangle, each of these elements is linked to the other two. If a connection is absent between any two elements, the efficacy of the course and/or the meaningfulness of the assessments – and consequently the students' grades -- could be seriously compromised. The "Situational Factors" beneath the triangle represent concrete conditions that influence decisions you will make regarding each of the course components (Temple University Disability Resources and Services).
Course materials should support the learning objectives that the assessments will measure no matter what assessments you use. Alignment benefits students, because it links how course materials relate to the assessments and objectives. Without alignment, students may feel lost, disordered, or irritated by their learning experience. Alignment benefits instructors, because it enables them to recognize when students aren’t meeting objectives and to identify trends in data that reveal course improvement opportunities (Postins 2013).
The diagram below illustrates the direct connections that should exist among the three main elements of your course: learning objectives, the instructional materials/activates featured in the course, and the assessments. Configured as the points of a triangle, each of these elements is linked to the other two. If a connection is absent between any two elements, the efficacy of the course and/or the meaningfulness of the assessments – and consequently the students' grades -- could be seriously compromised. The "Situational Factors" beneath the triangle represent concrete conditions that influence decisions you will make regarding each of the course components (Temple University Disability Resources and Services).
To illustrate the importance of the connections among course components, let us suppose that you do not consciously choose teaching and learning that will give your students a chance to learn, work with, try out, and use the knowledge and skills targeted by your learning goals. That would make it less likely that your students will actually achieve those goals; the course may not facilitate the outcomes it promises.
Also, if you design feedback and assessment that do not actually measure how well the students have learned what the course objectives specify, those assessments will tell you and your students very little. These assessments will not indicate progress or demonstrate areas of strength. Moreover, their final grades will reflect some undisclosed set of criteria, instead of the degree to which they actually achieved the course goals.
How do I align my course?
According to Ashbaugh (2011) there are two methods for aligning a course – backward design and forward design.
Backward Design—Use this method if you’ve already determined course assessments:
Forward Design—Use this method if you’ve already determined learning objectives (self-created or set by institution).
How can I ensure my course is aligned?
To verify alignment, Ashbaugh created the Sample Course Alignment Grid shown below that you can easily recreate for your course. As demonstrated in the graphic, use an “X” to verify which activity (modules, materials, and assessments) support-or align- with each objective. Note that materials and assessments can support more than one course objective.
Also, if you design feedback and assessment that do not actually measure how well the students have learned what the course objectives specify, those assessments will tell you and your students very little. These assessments will not indicate progress or demonstrate areas of strength. Moreover, their final grades will reflect some undisclosed set of criteria, instead of the degree to which they actually achieved the course goals.
How do I align my course?
According to Ashbaugh (2011) there are two methods for aligning a course – backward design and forward design.
Backward Design—Use this method if you’ve already determined course assessments:
- Consider course assessments and artifacts students will create.
- Determine instructional materials (e.g., textbook readings, multimedia, micro-lectures) that help students create the artifacts or complete the assessments successfully.
- Write measurable learning objectives that support activities and assessments.
Forward Design—Use this method if you’ve already determined learning objectives (self-created or set by institution).
- Write measurable, action-oriented learning objectives that address the appropriate level of Bloom’s Taxonomy.
- Choose instructional materials that help students work towards those objectives.
- Choose assessment methods that indicate students’ mastery of the objectives and materials.
How can I ensure my course is aligned?
To verify alignment, Ashbaugh created the Sample Course Alignment Grid shown below that you can easily recreate for your course. As demonstrated in the graphic, use an “X” to verify which activity (modules, materials, and assessments) support-or align- with each objective. Note that materials and assessments can support more than one course objective.
If an activity does not align with an objective, you may need to remove it from your course. Replace the activity with one that aligns with the learning objectives, or remove the activity. Also use the Course Alignment Grid as a framework when building a new course. The grid creates an opportunity to check alignment before you teach the course to identify potential gaps in pedagogy.
How can I demonstrate alignment to students?
Include the completed Course Alignment Grid in the syllabus—it provides students a blueprint for how assessments, materials, and objectives relate. When students see how alignment occurs in the course, they feel supported by the material; they spend less time stressing over learning objectives and more time mastering content.
References
Ashbaugh, H. (2011). Designing for Alignment: The How and Why of the Course Alignment Process. Retrieved from: http://www.twu.edu/downloads/TLT/OES2011_Ashbaugh_Designing_Handout.pdf
Fink, D. Creating significant learning experiences: An integrated approach to designing college courses. San Francisco: Jossey-Bass (2003), p. 107.
Postins, M. (2013). Alignment: A Proven Method to Help Students Achieve Learning Goals. Retrieved from: http://facultyecommons.org/a-proven-method-to-help-students-achieve-learning-goals/
Temple University Disability Resources and Services. Universal Design for Learning. Retrieved from: http://www.temple.edu/studentaffairs/disability/faculty-resources/udl.html
How can I demonstrate alignment to students?
Include the completed Course Alignment Grid in the syllabus—it provides students a blueprint for how assessments, materials, and objectives relate. When students see how alignment occurs in the course, they feel supported by the material; they spend less time stressing over learning objectives and more time mastering content.
References
Ashbaugh, H. (2011). Designing for Alignment: The How and Why of the Course Alignment Process. Retrieved from: http://www.twu.edu/downloads/TLT/OES2011_Ashbaugh_Designing_Handout.pdf
Fink, D. Creating significant learning experiences: An integrated approach to designing college courses. San Francisco: Jossey-Bass (2003), p. 107.
Postins, M. (2013). Alignment: A Proven Method to Help Students Achieve Learning Goals. Retrieved from: http://facultyecommons.org/a-proven-method-to-help-students-achieve-learning-goals/
Temple University Disability Resources and Services. Universal Design for Learning. Retrieved from: http://www.temple.edu/studentaffairs/disability/faculty-resources/udl.html
